Bachelor of Music - Music Technology Year 3 Unit Outline

Unit of Study - Music Technology

The following applies to Year Three Bachelor of Music students.

Unit Outlines

Unit Name

MUSIC TECHNOLOGY

Unit Code

MUSTEC 303

Unit Duration

Year long unit over 4 terms

Year Level

Three

Module

Internet Music and Computer Assisted Instruction

Module Code

MUSTEN3001

Year Coordinator

Greta Grybaitis

Unit Coordinator

Dr Ern Knoop

Teaching Staff

Lecturer:      Bernadette Norton
Sessionals: Dr Merv Leeding, Trevor McQuade, Bradley Eustace, Robert Styles

Core/Elective

Core

Pre/Co-requisites

Year One and Two

Credit Points

2 per term; 8 per year
Course total = 24

Mode of Delivery

x Face to face
x Online
x Distance/independent learning (un-timetabled)
x Full-time
x Part-time
x External

Delivery/ Contact Hours

Lecture 1 hour
Tutorial n/a
Personal Study recommended – 2 hours

Award(s)

Bachelor of Music

Resource Requirements

  • MIDI Keyboard
  • MIDI Interface
  • Software
  • Computing resource requirements
  • Technical Help

             

Unit Aims

The aim of this unit is to develop a strong understanding of the use of computer software, web platforms and protocols, and apply this effectively to perform professionally as a teacher or in the music industry. Students will gain an understanding of musical collaboration using these technologies and how this contributes to the communication of music. Students will also be able to effectively analyse and develop websites suitable for the music industry and develop music interactive training media.

Learning Outcomes

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

  1. Develop a sound knowledge of a range of software and web platforms to be able to create professional music related websites and functional interactive music training media.
  2. Research the Internet and Instructional media and apply critical thinking skills to apply and integrate new knowledge in the development of professional websites and music related training media.
  3. Understand and articulate how musical collaboration contributes to the communication of music over the Internet and through Instructional media.
  4. Communicate effectively and accurately via a range of diverse mediums.
 

Teaching Outline

Year 3

Internet Music and Computer Assisted Instruction

Term One

INTERNET MUSIC

  • The internet
  • The World Wide WEB
  • Navigating the World Wide WEB
  • File Transfer Protocol (FTP)
  • Telnet
  • Applications of the World Wide WEB

PRACTICAL SESSIONS

  • Plan and create content for a music related web site
  • Use storyboard methods to present work
  • Introduction to and use of a web designer software

Term Two

WEBSITES

  • Music on the World wide web
  • Graphic based resources
  • Notation
  • Successful websites
  • Cross browser compatibility
  • Dreamweaver
  • FrontPage
  • Visual Studio

PRACTICAL SESSIONS

  • Create a music related website that contains text, audio, video, hyperlinks, images etc.

Term Three

INSTRUCTIONAL MEDIA

  • Auralia
  • Ear Master
  • Musition
  • Secret Composer
  • Band in a Box
  • Jammer
  • Teaching software
  • Instructional media

PRACTICAL SESSIONS

  • Plan content for an instruction media resource that teachers can utilise towards music related training to be presented in a flowchart, tables and summary format.

Term Four

  • Demonstration of PowerPoint, Captivate and iSpring quiz maker introduction and use

PRACTICAL SESSIONS
Create and implement ideas within previous plan and put them into software to create a question, answer and training package related to music.

 

Prescribed and recommended readings:

Required textbook(s)
Online books/video access (Moodle)

  • AGME - Music Technology Lecture Books
  • AGME – PowerPoint Textbook
  • Additional lecture notes uploaded to MOODLE when required
  • Oxford Music Online, a subscription to Grove Music Online includes The New Grove Dictionary of Music and Musicians 2/e, The New Grove Dictionary of Opera, the new Grove Dictionary of Jazz 2/e, The Oxford Companion to Music and The Oxford Dictionary of Music 2/e, plus updated content bibliographies, specially-commissioned articles only available online, and new and revised entries from the forthcoming The Grove Dictionary of American Music.
  • JSTOR Journals and book subscriptions
  • Lynda.com video tutorials

Reference Materials
Online streaming video and additional referencing videos.  DVD’s are available upon request and given/posted to students in groups, students upon completion of viewing are required to return them and then they will be supplied the next group of DVD’s.
Music and Technology in the Twentieth Century by Hans-Joachim Braun
Music Technology from Scratch by Mortimer Rhind-Tutt
Experiencing Music Technology David Williams
Paul A. Aitken. "Internet, the." Grove Music Online. Oxford Music Online. Oxford University Press. Web. 22 Sep. 2014. <http://www.oxfordmusiconline.com/subscriber/article/grove/music/A2256904>.

 

Student assessment 

Assessment Type

When assessed

Weighting
(% of total unit marks)

Learning Outcomes Assessed

Assessment 1a
Type: Assignment
Word length: 500
Topic 1: Evaluate Professional Musician/Band Websites
Compare and evaluate two professional musician/band websites.  Present your findings in a comprehensive report. 
OR
Topic 2: Evaluate Professional Music Websites
Compare and evaluate two websites with music playback, music sales, copyright protection, and music promotion. 

Term 1, Week 9

5%

2, 3, 4

Assessment 1b
Type: Assignment
Word length: 1000
Topic: Website Development Plan
Prepare a plan for the development of a music related website that you will undertake next term using Microsoft Office Expression, Adobe Dreamweaver, and/or Microsoft Visual Studio. The Plan is to be in report form.  

Term 1, Week 9

10%

1, 2, 3, 4

Assessment 2
Type: Practical
Word length: 250 words (written component)
Topic: Website Development
Develop a music related website based on the Plan prepared in Term 1, using Adobe Dreamweaver, Microsoft Expression (replacement for FrontPage) and/or Microsoft Visual Studio software. 

Term 2, Week 9

35%

1, 2, 3, 4

Assessment 3a
Type: Assignment
Word length: 1000
Topic: Instructional Media Appraisal
Your task is to select one of the software options and report on your findings in the form of a comprehensive review.  Demonstrate critical thinking in your essay growth, development, reasoning, progression, comparison, dominance, and differences.

Term 3
Week 9

5%

2, 3, 4

Assessment 3b
Type: Assignment
Word length: 1000
Topic: Instructional Media Design Plan
Prepare a plan for the development of a training package using instructional music software, that you will undertake next term using Microsoft Powerpoint, iSpring Quiz Maker and/or Adobe Captivate. The training package plan should consider effectiveness and suitability for teaching students.

Term 3
Week 9

10%

1, 2, 3, 4

Assessment 4
Type: Practical
Word length: 50 Slides
Topic: Instructional Music Media Design Project
Develop an instructional music software design containing 50 slides based on the Plan prepared in Term 3, using Adobe Captivate, Microsoft PowerPoint or Adobe Flash.

Term 4
Week 9

35%

1, 2, 3, 4


 

Graduate Attributes

Successfully completing this unit will contribute to the recognition of attainment of the following graduate attributes.


A. Research, critical thinking and inquiry

Learning Outcomes

A1. adjust knowledge to new circumstances to problem solve creatively and with imagination in public performance/professional practice

2

A2. research, analyse, evaluate, think critically, organize evidence clearly and logically in a range of circumstances, including written work, performance and professional practice

2, 3

B. Knowledge and Skills

 

B1. knowledge of music technologies required in performance/professional practice

1

B2. advanced knowledge of music theory, aural, and performance/professional practice in either solo or group settings

 

C. Communication

 

C1. communicate effectively to a variety of audiences using oral,  written, audio and visual applications to extend learning, (including while directing ensemble groups, instrumental tutoring,  and other professional practice), and utilising  assessment, negotiation and understanding

2, 3, 4

C2. ability to contribute to teams and resolve conflicts whilst supervising group tasks, performing or other professional practice

 

D. Independent Learning

 

D1. independent learning in a self-directed manner while being able to reflect on and evaluate work practices and performance to achieve goals

1, 2, 3

E. Creative and Professional Understanding

 

E1. demonstrate professional understanding and respect for standards of current music knowledge, pedagogy, performance/professional practice.

1, 2, 3

E2. open to innovative concepts, procedures and philosophies in performance/professional practice and application of creativity.

2, 3