MUSONIC 3030 - Music 2.0
North Terrace Campus - Semester 1 - 2017
General Course Information
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 listenings 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 Coordinator: Mr Christian Haines
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
- Extend their artistic and technical skills using creative technologies
- Develop techniques for exploratory and performative research in music making and production
- Enhance their problem solving skills through the use of technology
- 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
- 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 ResourcesThere are no specific recommended resources for this course. Students actively engage in negotiate an array of weekly materials which vary from readings, video and listenings. These provide cues as to potential directions may undertake within course, and inenvitably part of this process is 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.
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.
- 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.
- Students are required to complete 1-hour of 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.
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 SummaryThe 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):
- 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
- 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).
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 commencing in 2014 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.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Name Description Due %
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. Ongoing 20 1, 2, 3, 4 Summative Name Description Due %
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 6 15 1, 2, 3, 4 Summative Name Description Due %
Type Research Project
This assessment will give students the opportunity to research a topic from the seminar sessions in much greater detail than in class, and inform and give depth to the Major Creative Project. They will also disseminate this research to their peers through on oral presentation.
30 1, 2, 3, 4 Summative Name Description Due %
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
Specific information regarding due dates is provided in myUni under "Assessment Overview".
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 RequirementsHurdle 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 75% of seminars or workshops in a course and fails to produce the appropriate medical or compassionate certificates, the student is deemed to have failed that course, irrespective of assignments previously completed. Students who arrive 10 minutes or later after the start of a class will be marked as absent.Leave
Extenuating circumstances may occasionally affect a student’s ability to participate in a rehearsal, workshop, class, lecture, tutorial or performance. In such cases leave may, upon application using the leave form (available from: (available from http://music.adelaide.edu.au/current/handbook/), be approved by the relevant staff member (this could be the Head of Studies, teacher, conductor, lecturer or course coordinator as appropriate). Types of leave include: sick leave; compassionate leave; and professional development leave.
Assessment DetailRefer to “ASSESSMENT SUMMARY”
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.
Assignments where late submissions are permitted and that are submitted after the due date and time will incur a 5% penalty (from the assignment total of 100%) per day (24 hour period) for a maximum of 4 days (weekend days included). After this time the assignment will not be marked for assessment or feedback. 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.
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.
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.
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- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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.