Applied instruction is the biggest portion of current music technology curriculum and justifiably so. Getting students hands-on experience with the technologies studied is vital to their learning experience. Much like learning to play an instrument, many technologies require hands-on practice in order to master them. Repetition, trial and error, and guidance are key learning components in applied music technology education.
The applied instruction of music technology will be the area that is most dependent on an institution’s physical resources. Equipment and instruments come in many varieties and with a variety of price tags. Let us take a moment to review NASM section IX.F.,G. pg 106.
The applied instruction of music technology will be the area that is most dependent on an institution’s physical resources. Equipment and instruments come in many varieties and with a variety of price tags. Let us take a moment to review NASM section IX.F.,G. pg 106.
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When an institution has sufficient qualified music and music technology faculty, appropriate technological resources, and is otherwise equipped to offer the kinds of comprehensive music, technology, and music technology courses and curricula that develop these competencies, the offering of the Bachelor of Music degree with a major in music technology is justified.
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The above statement can be intimidating for a school of music investigating the possibility of offering an undergraduate music technology degree and wanting to make sure they meet the NASM accreditation requirements. “Appropriate technological resources,” can be interrupted in many ways but nonetheless, a qualified music technology instructor should have a good idea as to what is appropriate or required.
The basic applied instruction in music technology can be subtracted to three base categories much like academic studies of music technology: MIDI, Recording/Production, and Synthesis/sound design. All three of these categories can be studied independently from one another or combined in various ways with varying degrees of difficulty. Music technologist should be trained and/or be very familiar with all basics of MIDI, recording/production, and synthesis/sound design as these categories make up a large portion of the music technology foundation.
A well-organized instructor can easily teach all three applied areas with minimal equipment. Due to the power and low-expense of computers and software, a large amount of training can be facilitated via computers. At the minimum, an instructor will need a music computer lab, appropriate recording and production software, and an ample number of MIDI keyboards; in a school of music today, this should already exist. Additionally, students will need a resource to be able to gain recording experience. All of this can be easily achieved with minimal funding.
The basic applied instruction in music technology can be subtracted to three base categories much like academic studies of music technology: MIDI, Recording/Production, and Synthesis/sound design. All three of these categories can be studied independently from one another or combined in various ways with varying degrees of difficulty. Music technologist should be trained and/or be very familiar with all basics of MIDI, recording/production, and synthesis/sound design as these categories make up a large portion of the music technology foundation.
A well-organized instructor can easily teach all three applied areas with minimal equipment. Due to the power and low-expense of computers and software, a large amount of training can be facilitated via computers. At the minimum, an instructor will need a music computer lab, appropriate recording and production software, and an ample number of MIDI keyboards; in a school of music today, this should already exist. Additionally, students will need a resource to be able to gain recording experience. All of this can be easily achieved with minimal funding.
From Beginning to Advanced
Beginning music technologist, and even advanced ones, can be easily awe struck, intimidated, and inspired by seeing and hearing advanced audio production technologies; walking into a state-of-the-art facility can be quite the experience. It is important, however, to convey to students the importance of knowing the basics and starting out with small steps. By having a firm grasp of basic concepts, procedures, and equipment, a student will be well suited to adapt their knowledge to variety of situations that they may have not been trained in. In regards to recording and production, a well-educated and trained music technologist should easily be able to adapt to most recording situations and be able to identify the appropriate, minimum equipment needed to complete a given task.
Douglas Hicks, Professor of Music Technology at The University of Akron and 30 year industry veteran, explains the importance of basic conceptual knowledge in music technology with this comparison:
Douglas Hicks, Professor of Music Technology at The University of Akron and 30 year industry veteran, explains the importance of basic conceptual knowledge in music technology with this comparison:
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The pilot of a 747 did not start his/her aviation career with learning how to fly a 747. They started with learning the basics of aviation and how to pilot smaller aircraft first. And through their career and education, they gained the knowledge and experience necessary to become the pilot of a 747. Learning concepts and practices in music technology is similar by comparison. It is not appropriate to start the learning process on a 747 equivalent of music technology whatever that technology may be…a large, advance recording console, advanced synthesis, advanced programming, etc. Starting with basic concepts and practices, so that a student has a foundation to grow upon, will better prepare the student for a career in music technology.
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Assessing what the basic skills a music technologist should have is an unending debate amongst scholars and professionals. It all depends on what the program, instructor, and student goals are. Student knowledge and experience variations are also a factor to add to the equation. For instance in 1990, many students may have not had exposure to computer operations before entering college. In the 21st century United States, it is assumed that entering college students have some basic knowledge of computer operation but the amount of experience or level of expertise can vary immensely. The same variation can be, and is much of the time, true for music technology.
Much like auditioning to major in instrument performance, a music technology department my chose to have a qualifying exam or audition to accept students and majors. This may be necessary depending on the specialty and specifics of a particular program however, the field of music technology has room for individuals of many skill levels, specialties, and backgrounds.
Much like auditioning to major in instrument performance, a music technology department my chose to have a qualifying exam or audition to accept students and majors. This may be necessary depending on the specialty and specifics of a particular program however, the field of music technology has room for individuals of many skill levels, specialties, and backgrounds.