Connected learning journeys in music production education | Intellect Skip to content
1981
Volume 11, Issue 3
  • ISSN: 1752-7066
  • E-ISSN: 1752-7074

Abstract

The field of music production education is a challenging one, exploring multiple creative, technical and entrepreneurial disciplines, including music composition, performance electronics, acoustics, musicology, project management and psychology. As a result, students take multiple ‘learning journeys’ on their pathway towards becoming autonomous learners. This article uniquely evaluates the journey of climbing Bloom’s cognitive domain in the field of music production and gives specific examples that validate teaching music production in higher education through multiple, connected ascents of the framework. Owing to the practical nature of music production, Kolb’s Experiential Learning Model is also considered as a recurring function that is necessary for climbing Bloom’s domain, in order to ensure that learners are equipped for employability and entrepreneurship on graduation. The authors’ own experiences of higher education course delivery, design and development are also reflected upon with reference to music production pathways at both the University of Westminster (London, United Kingdom) and York St John University (York, United Kingdom).

Loading

Article metrics loading...

/content/journals/10.1386/jmte.11.3.269_1
2018-12-01
2024-04-20
Loading full text...

Full text loading...

References

  1. Anderson, L. W., and Krathwohl, D. R.. (eds) ( 2001), A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives, New York:: Longman;.
    [Google Scholar]
  2. Bloom, B.,, Englehart, M.,, Furst, E.,, Hill, W., and Krathwohl, D.. ( 1956), Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook I: Cognitive Domain, New York and Toronto:: Longmans, Green;.
    [Google Scholar]
  3. Boehm, C.. ( 2007;), ‘ The discipline that never was: Current developments in music technology in higher education in Britain. ’, Journal of Music, Technology & Education, 1:3, pp. 721.
    [Google Scholar]
  4. Burgess, R. J.. ( 2013), The Art of Music Production: The Theory and Practice, , 4th ed.., Oxford:: Oxford University Press;.
    [Google Scholar]
  5. Calver, J.,, Davis, R., and Parker, S.. ( 2015;), ‘ Disrupting disciplines: Meeting the challenge of the industry-ready agenda for the freelance creative practitioner. ’, Teaching and Learning Cultural Entrepreneurship (TLCUE) Conference 2015, https://www.academia.edu/32824353/Disrupting_disciplines_meeting_the_challenge_of_the_industry-ready_agenda_for_the_freelance_creative_practitioner. Accessed April 2019.
    [Google Scholar]
  6. Chickering, A. W., and Gamson, Z. F.. ( 1987;), ‘ Seven principles for good practice in undergraduate education. ’, AAHE Bulletin, 39:7, pp. 37.
    [Google Scholar]
  7. Covington, M. V.. ( 1985;), ‘ Strategic thinking and fear of failure. ’, in J. Segal,, S. Chipman, and R. Glaser. (eds), Thinking and Learning Skills: Relating Instruction to Research, Hillsdale, NJ:: Erlbaum;, pp. 389416.
    [Google Scholar]
  8. Davis, M.. ( 2003;), ‘ Barriers to reflective practice. ’, Active Learning in Higher Education, 4:3, pp. 24355.
    [Google Scholar]
  9. Fallows, S. J., and Ahmet, K.. ( 1999), Inspiring Students: Case Studies in Motivating the Learner, London:: Kogan Page Limited;.
    [Google Scholar]
  10. Gershon, M.. ( 2015), How to Use Bloom’s Taxonomy in the Classroom: The Complete Guide, London:: Amazon/CreateSpace Independent Publishing Platform;.
    [Google Scholar]
  11. Hanna, W.. ( 2007;), ‘ The new Bloom’s taxonomy: Implications for music education. ’, Arts Education Policy Review, 108:4, pp. 716.
    [Google Scholar]
  12. Harden, R. M., and Crosby, J.. ( 2000;), ‘ AMEE guide no 20: The good teacher is more than a lecturer - The twelve roles of the teacher. ’, Medical Teacher, 22:4, pp. 33447.
    [Google Scholar]
  13. Hattie, J.. ( 2002;), ‘ What are the attributes of excellent teachers?. ’, in B. Webber. (ed.), Teachers Make a Difference: What Is the Research Evidence? Conference Proceedings, Wellington:: New Zealand Council for Educational Research;, October, pp. 326.
    [Google Scholar]
  14. Hepworth-Sawyer, R., and Golding, C.. ( 2011), What Is Music Production, London:: Focal Press;.
    [Google Scholar]
  15. Hepworth-Sawyer, R., and Hodgson, J.. ( 2016), Perspectives on Music Production: Mixing Music, London:: Routledge;.
    [Google Scholar]
  16. Herrera, S. G.,, Murry, K. G., and Cabral, R. M.. ( 2007), Assessment Accommodations for Classroom Teachers of Culturally and Linguistically Diverse Students, Boston:: Pearson Education Inc;.
    [Google Scholar]
  17. Hoek, R. van,, Godsell, J., and Harrison, A.. ( 2011;), ‘ Embedding “insights from industry” in supply chain programmes: The role of guest lecturers. ’, Supply Chain Management: An International Journal, 16:2, pp. 14247.
    [Google Scholar]
  18. Husman, J., and Lens, W.. ( 1999;), ‘ The role of the future in student motivation. ’, Educational Psychologist, 34:2, pp. 11325.
    [Google Scholar]
  19. Kimmons, J. V., and Spruiell, P. R.. ( 2005;), ‘ Using problem-based learning in a multidisciplinary setting. ’, Clothing and Textiles Research Journal, 23:4, pp. 38595.
    [Google Scholar]
  20. Klegeris, A., and Hurren, H.. ( 2011;), ‘ Impact of problem-based learning in a large classroom setting: Student perception and problem-solving skills. ’, Advances in Physiology Education, 35:4, pp. 40815.
    [Google Scholar]
  21. Kolb, D. A.. ( 1984), Experiential Learning: Experience as the Source of Learning and Development, London:: Englewood Cliffs;.
    [Google Scholar]
  22. Knowles, M. S., and Swanson, R. A.. ( 2011), The Adult Learner, London:: Elsevier;.
    [Google Scholar]
  23. Krathwohl, D. R.. ( 2002;), ‘ A revision of Bloom’s taxonomy: An overview. Theory into practice. ’, Revising Bloom’s Taxonomy, 41:4, pp. 21218.
    [Google Scholar]
  24. Mussawy, Sayed Ahmad Javid. ( 2009;), ‘ Assessment practices: Student’s and teachers’ perceptions of classroom assessment. ’, Master’s Capstone Projects, 9, University of Massachusetts, http://scholarworks.umass.edu/cie_capstones/9. Accessed 1 April 2019.
    [Google Scholar]
  25. Rose, D.. ( 2004;), ‘ The potential of role-model education. ’, The Encyclopaedia of Informal Education, www.infed.org/biblio/role_model_education.htm. Accessed 1 April 2019.
    [Google Scholar]
  26. Senior, M.. ( 2008;), ‘ Kick and snare recording techniques. ’, Sound on Sound Magazine, June, https://www.soundonsound.com/techniques/kick-snare-recording-techniques. Accessed 1 April 2019.
    [Google Scholar]
  27. Setter, T.. ( 2006;), ‘ George Massenburg: Does he really need an introduction?. ’, Tape Op Magazine, 54, July/August, https://tapeop.com/interviews/54/george-massenburg/. Accessed 1 April 2019.
    [Google Scholar]
  28. Southall, J., and Wason, H.. ( 2016;), ‘ Evaluating the use of synoptic assessment to engage and develop lower level higher education students within a further education setting. ’, Practitioner Research in Higher Education, 10:1, pp. 192202.
    [Google Scholar]
  29. Thorley, M.. ( 2014;), ‘ Graduate meets employer – A model for embedding industry professional involvement in the development and assessment of student portfolios. ’, Journal of Music, Technology & Education, 7:3, pp. 32529.
    [Google Scholar]
  30. Toulson, E. R.. ( 2011;), ‘ Creation of media based learning material for audio and music technology. ’, Journal on the Art of Record Production, 5, http://www.arpjournal.com/asarpwp/creation-of-media-based-learning-material-for-audio-and-music-technology/. Accessed 1 April 2019.
    [Google Scholar]
  31. Toulson, R., and Hepworth-Sawyer, R.. ( 2018;), ‘ Connected learning journeys in music production education. ’, Journal of Music, Technology & Education, 11:3, pp. 269286, doi: [Crossref]
    [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1386/jmte.11.3.269_1
Loading
/content/journals/10.1386/jmte.11.3.269_1
Loading

Data & Media loading...

This is a required field
Please enter a valid email address
Approval was a success
Invalid data
An error occurred
Approval was partially successful, following selected items could not be processed due to error