Music Technology Year Three

Unit of Study - Music Technology 302

Music Technology Major

The following applies to Year Three Bachelor of Music students.


Unit Outlines

Unit NameMusic Technology 302 (Capstone)
Unit CodeMUSTEC 302
Unit DescriptionIn this unit students will learn how to:
• Demonstrate advanced skills required to produce professional recordings and make recommendations on music equipment.
• Produce professional publication standard recordings applying understanding of music, compositional and creative skills.
• Utilise and analyse music equipment/instruments, computer software and hardware.
Award(s)Bachelor of Music
Unit Duration1 Semester (12 weeks)
Year LevelThree, Capstone
Unit CoordinatorBernadette Norton
Teaching StaffBernadette Norton
Core/ElectiveElective Major
Pre/Co-requisitesSatisfactory completion of Music Technology 301
Credit Points20 credit points
Mode of Deliveryx Face to face
x E-learning (online)
o Intensive/block mode (where the unit or a face to face component is delivered in a block)
x Distance/independent learning (un-timetabled)
x Full-time
x Part-time
o External
o Fast track
Student Workload
Delivery/ Contact Hours
No. timetabled hours per week:
Lecture – 1 hour
Practical Session – 2 hours
Tutorial – n/a
Personal Independent Study – 13 hours
Total hours per week – 16 hours
Resource Requirements• MIDI Keyboard
• MIDI Interface
• Software
• Computing resource requirements
• Technical Help
Resources Provided• Online streaming video and additional referencing videos.
• DVD’s are available upon request and given/posted to students
• Library resources (see prescribed or recommended texts below)

Unit Aims

The aim of this unit is to develop strong skills and understanding of music technology.  Students will increase recording knowledge and understanding of hardware and software used when recording audio and MIDI material while synchronizing it to video.  Students will develop research skills and knowledge in music technology applied to a range of situations including (but not limited to) studio setup, techniques used in sound production, and/or live sound equipment setup.  Students’ abilities will progress over the semester.

Learning Outcomes

On successful completion of this unit, students are expected to be able to:

  1. Demonstrate advanced knowledge and understanding of sequencing software to create and edit recordings with skills in sourcing and manipulation of existing Audio and MIDI to incorporate into recording.
  2. Demonstrate advanced skills in mixing, mastering, equalization, compression, and use of effects without decreasing sound quality, aiming for clear and real instrumental/world sounds.
  3. Develop compositional skills with the creation of original works to accompany and synchronize with media, including creation of FX or use of available FX to complement media content.
  4. Develop critical thinking, problem solving and communication skills for discussing music technology, with effective appraisal and evaluation skills for selecting the best technology to use in a range of contexts.
  5. Demonstrate research and evaluation skills and recommend a selection of music equipment.

Teaching Outline

Year 3 Major
Weeks 1 to 6 semester 2
Create an advanced recording using digital music sequencing software (Pro Tools and/or Cubase utilising recording techniques).
Practical sessions
Research and select a 2 minute (min.) video trailer with opportunities towards demonstrating audio FX, and vocal sections.
Create and design musical backing tracks utilising audio loops, MIDI instruments and audio in synchronisation with video.
Incorporate voice and FX into final recording.
Weeks 7 to 12 semester 2
Submit research on a music technology topic demonstrating a high understanding of the topic area.
Practical sessions
Use of music equipment or related recording hardware in performance.
Setup stage with technology and music equipment, cabling for recording live performance.
Discuss music equipment, hardware and software. Make recommendations in forums and class sessions for alternative options, including pricing details.

Student Assessment

Assessment TypeWhen assessedWeighting
(% of total unit marks)
Learning Outcomes Assessed
Assessment 1
Type: Practical
Topic: Professional Recording – SequencingCreation of audio & MIDI recordings to accompany video.
Week 650%1, 2, 3
Assessment 2
Type: Assignment
Word length: 3,000 words
Topic: Music Technology Research
Select a research topic related to music technology, and incorporate a review of products related to technology. Use effective arguments to draw a conclusion with recommendations.
Week 12 50%4, 5

Prescribed and recommended readings:

Library Resources
Online Resources (books/video)
A subscription to Oxford Music Online and to Grove Music Online which includes:

  • The Grove Dictionary of American Music (2nd ed.).
  • The New Grove Dictionary of Jazz (2nd ed.).
  • The New Grove Dictionary of Music and Musicians (2nd ed.).
  • The New Grove Dictionary of Opera.
  • The Oxford Companion to Music.
  • The Oxford Dictionary of Music (2nd ed.).

Plus updated content bibliographies, specially-commissioned articles only available online.

A subscription to JSTOR Journals and books
A subscription to Lynda.com video tutorials

 

Reference Materials

Bauer, W. I. (2014) Music Learning Today: Digital Pedagogy for Creating, Performing, and Responding to Music.Oxford Scholarship.Oxford University Press. Retrieved from http://www.oxfordscholarship.com/view/10.1093/acprof:oso/9780199890590.001.0001/acprof-9780199890590?rskey=ABA9Uc&result=1
Braun, H. (2002). Music and Technology in the Twentieth Century.  Baltimore, MD: The Johns Hopkins University Press.
Johnson, E.T. (2013). Laptop. Grove Music OnlineOxford Music Online. Oxford University Press. Retrieved from https://doi.org/10.1093/gmo/9781561592630.article.A2242039
Ostertag, B. (2002). Human Bodies, Computer Music. Leonardo Music Journal,12, 11-14. JSTOR. Retrieved from http://www.jstor.org/stable/1513343
Smith, B. (2014). Virtual instrument [software synthesizer]. Grove Music OnlineOxford Music Online. Oxford University Press. Retrieved from https://doi.org/10.1093/gmo/9781561592630.article.L2295003
St. James, A. (2004). 101 Recording tips. Milwaukee, WI: Hal Leonard Corp.
Strawn, J., & Shockley, A. (2014). Computers and musicGrove Music OnlineOxford Music Online. Oxford University Press. Retrieved from https://doi.org/10.1093/gmo/9781561592630.article.A2256184
Strong, J. (2014). Home recordings for musicians for dummies (5th ed). Hoboken, NJ: John Wiley & Sons.
Rhind-Tutt, M. (2012). Music Technology from Scratch. London, England: Rhinegold Education.
Rodman, R.W. (2013). Television musicGrove Music OnlineOxford Music Online. Oxford University Press. Retrieved from https://doi.org/10.1093/gmo/9781561592630.article.A2252468
Williams, D. B., & Richard, P. (1996). Experiencing Music Technology. Belmont, CA: Wadsworth Publishing Co.


#Course Learning Outcomes

On completion of the course the student should be able to demonstrate:
Unit Learning OutcomesAssessments
1 A broad knowledge of the applied, theoretical and historical basis of the discipline1, 2, 4, 51
2A depth of disciplinary knowledge in a professionally applicable specialisation1, 2, 31, 2
3 An understanding of the processes of musical scholarship and research4, 52
4The ability to work both independently and collaboratively in diverse and complex musical settings1, 2, 31
5Effective written, verbal and interpersonal communication skills3, 41, 2
6 Critical thinking and analytical skills appropriate to a range of contexts including further study3, 42
7The ability to apply specific musical skills to a wide range of professional contexts1, 2, 31, 2
8 The capacity to apply technological and creative solutions to contemporary musical practices1, 2, 31
9The ability to incorporate knowledge from the business and legal fields to a portfolio career in the music profession.NANA

#Graduate AttributeUnit Learning OutcomesCourse Learning OutcomesAssessments
1Deep disciplinary knowledge1, 21, 21, 2
2The ability to apply knowledge and skills in innovative ways1, 2, 33, 4, 81
3A commitment to lifelong learning1, 2, 3, 4, 51, 61, 2
4Effective communication skills for diverse contexts4, 551, 2
5The capacity to work independently and collaboratively1, 2, 341, 2