Curriculum Choices |
Curriculum choices for Music Technology programs can be difficult to select. The field encompasses so many topics and a program can be oriented in many different directions: performance, recording, programming, instructional/education, research, engineering and/or commercial. Faculty and departmental expertise will, in most cases, dictate many of the curriculum choices as well as current trends and job market skill demands. However, an institution and its faculty should decide upon their educational approach to music technology as art driven or science driven before solidifying their curriculum choices. Any music technology program will be a mixture of science and art but the instructional approach to the field will dictate the student learning outcomes and future employable skills.
An approach to the study and instruction of music technology as an art will guide the goals of instructional outcomes to that of artist expression and knowledge. Thus, curricular choices would be focused on areas of music technology that encourage and support student artistic development. This could include but is not limited to: compositional technologies, multimedia arts, sound design, film and game audio technologies, recording engineering, modern performance mediums, etc. Artist approach grants a program greater flexibility and less pressure from the outside professional world. Although influence from the professional industries cannot, and should not, be avoided, artist programs can focus more on providing students with tools and skills needed to help them develop as artist.
Approaching Music Technology as a science will guide the goals of instructional outcomes towards the understanding on the abstract concepts and materials associated with music and technology. Curriculum choices would be oriented toward teaching students about the technology, how to create it, how to use it, how to teach others to use it, how to integrate it with other technologies, etc. This approach does not have to be void of any artist training but such a program may be focused more on the science than the art. Furthermore, this approach can still fall within the NASM standards based on instruction in electronic media; see NASM Handbook, Section III.I.,J. pg 80.
Whatever the curriculum choices may be, it is important to expose students to a wide range of material, concepts, topics, and approaches in music technology. Additionally, it is important to maintain goals that facilitate a musical outcome (NASM). Below, you will find NASM’s recommended curricula percentage recommendations.
Guidelines. Curricula to accomplish this purpose that meet the standards just indicated normally adhere to the following structural guidelines: studies in the music technology area, including music-centered technology applications in the area(s) of focus, should comprise 25-35% of the total program; supportive courses in music (including basic musicianship studies and performance) and technology, 25-35%; general studies, 25-35%. Studies in the major area and supportive courses in music and technology normally total at least 65% of the curriculum. See Section III.C. regarding forms of instruction, requirements, and electives.
An approach to the study and instruction of music technology as an art will guide the goals of instructional outcomes to that of artist expression and knowledge. Thus, curricular choices would be focused on areas of music technology that encourage and support student artistic development. This could include but is not limited to: compositional technologies, multimedia arts, sound design, film and game audio technologies, recording engineering, modern performance mediums, etc. Artist approach grants a program greater flexibility and less pressure from the outside professional world. Although influence from the professional industries cannot, and should not, be avoided, artist programs can focus more on providing students with tools and skills needed to help them develop as artist.
Approaching Music Technology as a science will guide the goals of instructional outcomes towards the understanding on the abstract concepts and materials associated with music and technology. Curriculum choices would be oriented toward teaching students about the technology, how to create it, how to use it, how to teach others to use it, how to integrate it with other technologies, etc. This approach does not have to be void of any artist training but such a program may be focused more on the science than the art. Furthermore, this approach can still fall within the NASM standards based on instruction in electronic media; see NASM Handbook, Section III.I.,J. pg 80.
Whatever the curriculum choices may be, it is important to expose students to a wide range of material, concepts, topics, and approaches in music technology. Additionally, it is important to maintain goals that facilitate a musical outcome (NASM). Below, you will find NASM’s recommended curricula percentage recommendations.
Guidelines. Curricula to accomplish this purpose that meet the standards just indicated normally adhere to the following structural guidelines: studies in the music technology area, including music-centered technology applications in the area(s) of focus, should comprise 25-35% of the total program; supportive courses in music (including basic musicianship studies and performance) and technology, 25-35%; general studies, 25-35%. Studies in the major area and supportive courses in music and technology normally total at least 65% of the curriculum. See Section III.C. regarding forms of instruction, requirements, and electives.