Exploring the Potential of Looped Material in DAW-Based Music Creation (Advanced)

The Music Technology Cookbook ◽

10.1093/oso/9780197523889.003.0047 ◽

2020 ◽

pp. 283-290

Author(s):

Mark Marrington

Keyword(s):

Learning Outcomes ◽

Building Block ◽

Musical Structures ◽

Production Environments

This chapter describes a lesson that gets learners to go beyond the loop paradigm typical to most DAW production environments by encouraging a focus on the musical content of looped materials. Students will develop skills using a DAW’s MIDI editing facilities for “re-calculating” musical content, such as note value augmentation/diminution and pitch transposition. In addition, students will investigate the potential of musical materials for variation, transformation, and re-combination in the context of extended musical structures. One of the key learning outcomes of this exercise is understanding that looped material need not remain a static and unaltered building block in a composition/production.

Download Full-text

A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

Perspectives on Speech Science and Orofacial Disorders ◽

10.1044/ssod24.1.21 ◽

2014 ◽

Vol 24 (1) ◽

pp. 21-26

Author(s):

Helen M. Sharp ◽

Mary O'Gara

Keyword(s):

Learning Outcomes ◽

Training Programs ◽

Graduate Training ◽

Graduate Programs ◽

Core Knowledge ◽

Speech Language Pathology ◽

Entry Level ◽

The Public ◽

Language Pathology ◽

Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

Download Full-text