MUSONIC 3030 - Music 2.0

North Terrace Campus - Semester 1 - 2019

Music 2.0 is a course examining the impact that recent technologies have had on music. In particular, the course will theoretically and practically examine the key shifts that technology had had on the understanding, distribution and creation of music and sound. This will be achieved by theoretically and practically exploring the field of music technology through seminars and workshops. Topics covered may include: remixing, mashups, the internet, MP3, social media, music subscription, sound as artefact, the music genome project, musician and stealing as music. Further, students will complete readings and listening that reinforce concepts, provide new insights and techniques: and perform practical exercises that promote investigative learning and research. A key practical aspect of this course is advanced use of Ableton Live, in a live performance setting using MDI controllers such as Push controller.

  • General Course Information
    Course Details
    Course Code MUSONIC 3030
    Course Music 2.0
    Coordinating Unit Elder Conservatorium of Music
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 4 hours per week
    Available for Study Abroad and Exchange Y
    Prerequisites MUSONIC 1000
    Incompatible MUSONIC 2920
    Course Description Music 2.0 is a course examining the impact that recent technologies have had on music. In particular, the course will theoretically and practically examine the key shifts that technology had had on the understanding, distribution and creation of music and sound. This will be achieved by theoretically and practically exploring the field of music technology through seminars and workshops. Topics covered may include: remixing, mashups, the internet, MP3, social media, music subscription, sound as artefact, the music genome project, musician and stealing as music. Further, students will complete readings and listening that reinforce concepts, provide new insights and techniques: and perform practical exercises that promote investigative learning and research. A key practical aspect of this course is advanced use of Ableton Live, in a live performance setting using MDI controllers such as Push controller.
    Course Staff

    Course Coordinator: Mr Christian Haines

    Staff: 

    Seminar Instructor

    Daniel Pitman
    daniel.pitman@adelaide.edu.au

    Workshop Instructor
    Sebastian Tomczak
    sebastian.tomczak@adelaide.edu.au


    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    1. Extend their artistic and technical skills using creative technologies
    2. Develop techniques for exploratory and performative research in music making and production
    3. Enhance their problem solving skills through the use of technology
    4. Develop reflexive research skills and knowledge  that can adapt to the rapidly changing creative and technological landscape, its practices and processes
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1,2,4
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    1,2,3,4
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    3
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    1,2,3,4
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    3,4
  • Learning Resources
    Required Resources
    Hardware
    • USB Stick or portable hard drive with enough capacity to store files associated with the course and formatted as Apple OSX HFS+.
    • Stereo headphones with a 6.5mm male adaptor.
    • Note – students must bring both their USB storage and Headphones (with adaptor) to university, as they are required for various classes and for using laboratories and studios.
    Sound Levels & Hearing Protection

    This course may require using spaces where a dB meter has been installed. If you exceed the set dB limit for the space, the lights will flash.  Students found exceeding these levels will have their booking privileges revoked for two weeks, and repeat offenders may have their booking privileges revoked for the remainder of the academic year.

    In order to minimise risk in noise-prone situations, the Conservatorium makes both reusable gel ear-plugs and disposable foam ear-plugs available to students and staff free of charge at all times. Students and staff are also urged to consider purchase of customised personal hearing protection.

    For more information regarding sound levels, hearing and hearing loss please refer both to the full content of the O'Brien Report and to the excellent publication by Canadian audiologist/academic Marshall Chasin, entitled Hear the Music: Hearing Loss Prevention for Musicians both available here: http://music.adelaide.edu.au/hsw/documents/

    Recommended Resources
    There are no specific recommended resources for this course. Students actively engage with an array of  materials which may include readings, video, software, online platforms and listenings. These materials provide avenues of exploration that students will undertake within course, and inenvitably faciliate student directed research, collaboration and exchanging of resources amongst their peers. This represents a comtemporary 'Just-In-Time' approach to learning where students shape both the direction, content and resources employed in the course.
    Online Learning

    MyUni is a crucial part of this course and will provide students with access to assessment and learning materials, such as quizzes, discussion boards, slide presentations, readings, links, sound and video. Materials will be provided on a topic-by-topic basis over the semester: http://myuni.adelaide.edu.au.

  • Learning & Teaching Activities
    Learning & Teaching Modes

    The course structure and content is delivered through a range of classes and materials. The classes in this course consist of seminars and workshops.

    Seminar
    • The seminars in this course use an individual and small group active learning model.
    • Students will examine a range of theoretical resources prior to attending each seminar.
    • The resources create a topic framework, which students will then actively discuss, debate, research and expand upon within the class using a range of collaborative methods and software tools. 
    Workshop
    • Students are required to complete preparatory work which may include readings, watching videos, listening to sound and musical examples, preparing work or completing short exercise. This is a mandatory requirement.
    • Workshops will explore a wide range of practical aspects of the course and its associated topics and concepts.
    • Students will be set regular practical tasks as part of their portfolio assessment and be required to present their work during the workshop.
    • Although workshops will from time to time contain presentations from the instructor, the workshop will largely be an opportunity for students to obtain assistance with their practical and creative development and practice. Students need to actively and on a week-by-week basis maintain their practical and creative development, using the workshop to raise issues and solve problems.
    • Finally, the workshops provide a forum by which students can begin to explore their own ideas and practice using lecture and tutorial materials as inspiration and points of departure.

    Further, students will be presented with additional theoretical and/or practical materials. The materials expand on the topic and compliment, reinforce and extend the concepts presented.

    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    This course consists of up to 48 hours of direct contact or structured non-contact - 4 hours per week over 12 weeks for the seminars and workshops, where students will play an active role in the practice, refinement, consolidation and extension of their knowledge and understanding. In addition students will spend a minimum of 108 non-contact hours over the duration of the course on self-initiated learning and research, reading, writing, practice and assessment in order to pass the course, making the minimum workload 156 hours.

    Learning Activities Summary

    The structure of the course is broken down into sections. Each section may consist of a number of weeks dedicated to the section topic and more specific sub-topics that may vary according to changes in the field. Each of the topics is supported by theory, discussion and practice through the seminar and workshop.

    In order to be relevant, contemporary and up-to-date, this course uses a reflexive ‘just-in-time’ organisation that adjusts its structure and delivery according to the most current changes in the field, lecture-centred research practice and peer-student interest.

    Topics include the following (note – each topic may require more than one week of the course):

    • Seminar
      • Music 1.0 vs Music 2.0
      • Remixing / Mashups
      • iPod, Sound Bubbles and Schizophonia
      • The Music Genome Project
      • "Plagiarism is necessary. Progress implies it"
      • Algorithms, A&R and Hit Song Science
      • "More Human Than Human" - Cybernetics and the Experience & Practice of Music
      • The Attention Economy of Music - Spotify, Pandora, Napster, iTunes
      • The Turing Test for Creativity - AI, Algorithms and Robots
      • "Dea(th)(f) to the Musician" - Appropriation, New Interfaces & Instruments, Style Stealers
      • "Own Nothing. Have Everything" - Music as Utility
      • The War on Music - Net Neutrality, General Computing and (Demo)cratisation
    • Workshop
      • Ableton Live - Live electronic music performance
      • Controllers & considerations of how musical interfaces effect electronic music creation
      • Advanced Performance Techniques
      • Instrument and Process Development
    Specific Course Requirements
    EMU Facilities Access Provisions

    This course will involve using the resources of the Electronic Music Unit (EMU). This includes facilities such as studios, recording spaces and digital audio workstations. 

    In order for students to complete the course they must gain ongoing and permanent access to EMU. Access and use of EMU is based upon  completing the EMU Access Test. More information can be found here: https://music.adelaide.edu.au/emu/intranet/emu_guide/ (university login required).

    Other Expectations

    Except where otherwise indicated by the lecturer, tutor or workshop instructor – mobile phones, laptops, PDAs, recording devices and other similar technology must be switched off before lessons or classes begin, and kept off for the duration .

    Small Group Discovery Experience

    The University of Adelaide has committed to a pedagogical approach that incorporates several aspects of scholarship. A key component of the Beacon of Enlightenment strategic pedagogical approach is that all students will experience a "Small-Group Discovery Experience" (or SGDE for short) in at least one course in every year of their degree program.

    The Core Concepts upon which the SGDE pedagogical approach is based include goals that students will discover (or rediscover) learning as Intellectual Challenge, and develop a Scholarship of Discovery to inspire them toward learning and lifelong learning.

    To accomplish this learning journey, students will develop research skills, and learning and teaching delivery modes used will require students to engage actively with their discipline content. This active learning process will engender a commitment to knowledge for its own sake, and consequently learning to follow an investigation, in a disciplined fashion, wherever it may lead.

    You will undertake SDGE to discover the various rapidly evolving relationships that exist in the theory, practice and vocation of music and its links to current technology. This will be approached in two ways:

    • Seminar exercises where students complete formative individual exercises that feed into collaborative group research tasks robustly examining contemporary shifts in the understanding, practice, and industry of music. The exercises involve the use of both real-world discussion and engagement with peers, which are simultaneously focused and extended through the use of collaborative software tools including debate, concept mapping, collaborative paper writing tools. This allows both the individual student and the group to discover new understandings and modes within contemporary music.
    • Workshop individual and group exercises that challenge existing norms of contemporary music making and production, in particular the use of performative models, probability and sampling.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Name Description Due %

    Learning
    Outcome/s

    Type
    Research Portfolio Students will be required to examine and critique seminar materials on a weekly basis throughout the course. This will form the foundation for individual exercises and group  collaborative development including mind-maps, articles and debates. Weeks 2 - 6 20 1, 2, 3, 4 Summative
    Name Description Due %

    Learning
    Outcome/s

    Type
    Minor Creative Project This project will enable students to develop some initial practical skills as they develop the concept for their Major Creative Project, and receive feedback on their work to help give direction to the major project. Week 10 15 1, 2, 3, 4 Summative
    Name Description Due %

    Learning
    Outcome/s

    Type
    Research Paper

    This assessment will give students the opportunity to research a topic from the seminar sessions in  greater detail. A key objective of the paper is for students to gain significant insight into future changes in their creative practice.

    Week 7

    30 1, 2, 3, 4 Summative
    Name Description Due %

    Learning
    Outcome/s

    Type
    Major Creative Project The major practical component of the course, allows students to demonstrate creativity, and the culmination of the courses conceptual and practical content. Week 15 35 1, 2, 3, 4 Summative

    Due Dates:
    Specific information regarding due dates is provided on myUni.

    Formative Assessment:
    Classes will contain embedded formative assessment tasks that may include student presentations, discussions, practical exercises, demonstrations and out-of-class work that will enable students to engage with the practical and theoretical concepts presented in order to complete their summative assessments.

    Assessment Related Requirements
    Hurdle Assessment

    All students must complete the requirements under “SPECIFIC COURSE REQUIREMENTS ‘EMU Facilities Access Provisions’”. Students who fail complete these items have failed the course.

    Assessments

    All students must complete and submit all assessments. If a student fails to complete and submit all assessments by the due date and fails to produce the appropriate medical or compassionate certificates, the student may be deemed to have failed that course, irrespective of assignments previously completed. Further, the student will be deemed ineligible for supplementary assessments. Students should consult their respective lecturer, tutor or demonstrator for further information.

    Attendance Expectation & Penalty

    Students are expected to attend all classes. If a student fails to attend at least 70% of tutorials or workshops in a course the student is deemed to have failed that course, irrespective of assignments previously completed. In the instances where a student has a reason for being absent they should contact the course coordinator within 7 days. Students who arrive 10 minutes or later after the start of a class will be marked as absent.

    Assessment Detail
    Refer to “ASSESSMENT SUMMARY”
    Submission
    Assessments and Exams

    Students must be available during the identified University teaching, academic and examination periods. Students are not entitled to sit an examination or submit an assessment at another time, nor are they entitled to any other concessions if an examination or assessment conflicts with a planned vacation or special event. Results from assessments and examinations are usually sent to students via email and/or myUni.

    Late Submission

    Assignments where late submissions are permitted and that are submitted after the due date and time will incur a 2% penalty (from the assignment total of 100%) per day (24 hour period) for a maximum of 7 days (including weekends and public holidays )

    Example:
    • an assignment that is 3 days late: raw score of 80% - 6 marks lateness deduction = 74% final mark.
    Note:
    • typically this does not apply to assessments where the assessment is conducted at a fixed time and location, such as an exam, workshop, practical test, performance or presentation – please refer to the individual assessments for further information.
    • for work with a formal extension, these penalties will apply from the extended due date.
    Cut-off date

    There will be a cut-off date for each assignment 7 days (including weekends and public holidays) after the original due date unless otherwise stipulated on MyUni. Work will not be accepted after the cut-off date, and a mark of zero will automatically be awarded for the assignment.

    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.