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Music Literacy and Music Technology

Music Literacy and Music Technology. Gena Greher, University of Massachusetts, Lowell Dan Hosken, California State University, Northridge Scott Lipscomb, University of Minnesota. ATMI Minneapolis, MN Sept. 23, 2010. Meaning…?. How do technology and literacy interact?

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Music Literacy and Music Technology

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  1. Music Literacy and Music Technology Gena Greher, University of Massachusetts, Lowell Dan Hosken, California State University, Northridge Scott Lipscomb, University of Minnesota ATMI Minneapolis, MN Sept. 23, 2010

  2. Meaning…? • How do technology and literacy interact? • How can technology foster literacy? • How can technology hinder literacy? • Can technology bypass traditional literacy?

  3. Music Literacy is… (Narrow Definition) • The ability to read and write in traditional music notation • The ability understand and use the music theory concepts that arise from this basis, such as keys, scales, intervals, cadences, roman numeral labeling, set class identification, tonal analysis, and set-class analysis

  4. Music Literacy is… (Broader Definition) • The ability to recognize/explain “high level” elements, such as the interplay of repetition, contrast, texture, phrase rhythm, and timbre • The ability to recognize/explain the multiple contexts of music-making, such as social, economic, racial, gender, historical, and spiritual

  5. Three Vignettes • Music Tech class: a covert vehicle for literacy delivery • Composition class: sequencers are the enemy • Interdisciplinary class: using sound editing to leap over literacy

  6. Vignette 1: Music Tech Class • Entirely music majors (lower division) • Working from notation (narrow) • Real-time entry and keyboard skills (narrow) • Score skills (narrow) • Arranging with regions/loops (broader) • Experience with mixed majors

  7. Vignette 2: Composition Class • Concert composers and film composers (upper division) • Typical “style studies” class (Debussy, Stravinsky, Bartok, etc.)—all notation all the time • Sequencer scourge 1: unplayable parts • Sequencer scourge 2: un-molded improv and sequencer dumps

  8. Example Sequencer Dump

  9. Vignette 3: Interdisciplinary • Art students, film students, music students (upper division) • Using principles abstracted from composition to teach digital audio based sound composition (broader): ATMI 2001 • Using principle abstracted from film sound design to teach… (broader): ATMI 2008 • Mapping movement to sound (broader): ATMI 2006

  10. And now…Scott and Gena

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