The Electronic Music School Studio at the Rimsky-Korsakov State Conservatory of St. Petersburg

1996 ◽  
Vol 6 ◽  
pp. 61
Author(s):  
Alexander S. Belonenko
2021 ◽  
pp. 226-231
Author(s):  
Will Kuhn ◽  
Ethan Hein

A central difficulty of building a curriculum around current popular music styles is the rapid evolution of those styles. In this chapter, we give strategies for maintaining a music technology program’s cultural relevance over longer time spans, without rewriting every lesson plan every year. Rather than trying to respond to every new development in popular culture, we propose that teachers follow the hip-hop ethos of maintaining freshness. And rather than chasing novelty, we suggest that teachers look for common threads across popular styles and trends, and teach to those commonalities. We also propose identifying out-of-date styles that have become appealingly retro, since these can become a long-lasting feature of the curriculum without losing freshness. We also give strategies for maintaining cultural continuity as student cohorts graduate, and how the same set of technical skills can underlie a wide variety of genre-based projects. Finally, we address broader problems like adapting to new teaching formats and the ramifications of committing to a software platform.


Author(s):  
Will Kuhn ◽  
Ethan Hein

This book is a practical blueprint for teachers who want to begin teaching project-based music technology, production, and songwriting to secondary and college-age students. It aims to inspire teachers to expand beyond the usual ensemble offerings and to create a culture of unique creativity at their schools. The approach primarily draws upon the authors’ experiences developing and implementing the music technology program at Lebanon (Ohio) High School, one of the nation’s largest secondary-level programs, and courses at New York University and Montclair State University. While the lesson templates can be used with any hardware and software setup, the popular digital audio workstation Ableton Live is used for specific examples and screenshots.


2021 ◽  
pp. 247-259
Author(s):  
Will Kuhn ◽  
Ethan Hein

Moving beyond traditional education structures to build a lasting electronic music school movement requires more than charismatic teachers and compelling outcomes. It requires a generation of students who feel ownership of their work, and their work has to make a meaningful impact on the school and the community of students at large. This chapter discusses the teacher’s role in such groups, as a facilitator rather than director. The chapter explains the organizational psychology behind creative teams and gives methods for helping students work in groups that highlight their strengths and that match projects to their abilities and interests. The text outlines the facilitator’s responsibility to motivate productivity, to provide logistical support and resources, and to act as a proxy for the audience. Finally, the chapter shows how these methods can expand beyond music projects to encompass film, TV shows, and other multimedia production.


2021 ◽  
pp. 260-264
Author(s):  
Will Kuhn ◽  
Ethan Hein

This chapter discusses how an electronic music school works in a post-COVID world. The chapter gives models for teaching online and in person while following social distancing requirements. The text reflects on teaching techniques that are impossible during a pandemic and introduces strategies for adapting to remote instruction. The disruption caused by the pandemic has forced reassessment of long-standing assumptions and may even foment valuable changes. For example, since large-ensemble rehearsal and performance are difficult or impossible to do remotely, music educators in the United States have both the obligation and the opportunity to compare their practices with those of other English-speaking countries that have de-emphasized large teacher-directed ensembles. The chapter compares synchronous and asynchronous approaches to online teaching and proposes online formats like livestreaming. Finally, in cases where face-to-face interaction is limited or impossible, the chapter presents the concept of an online community of practice and existing examples of such communities.


Author(s):  
Sevinç GÜLSEÇEN

It is argued that the digital technology has made possible the vast range of applications and media forms including virtual reality, digital special effects, digital film, digital television, electronic music, computer games, multimedia, the Internet, the World Wide Web, digital telephony and so on [8]. Digital transformation has been particularly influential in new directions of society.Providing schools with digital technology promises a high return on investment. The presence of computers and Internet access raises technology literacy and skills, better preparing the future generations to participate in the information society [12]. To this end, schools represent ideal access points because they cover a large part of the population, especially in developing countries. Starting from 1990s, many educators have been realised the potential of Internet for educational purposes and began to introduce it into classrooms. According to [10] the popularity of web-based teaching and learning lies in the strengths of its distributed nature and the case of its browsing facility. Both the use of digital technology and increased interest in student-centered learning may lead to a significant change of the teacher’s role, as well as the recognition of the active role of the learner in the learning process.


Author(s):  
Benjamin R. Levy

This chapter examines Ligeti’s breakthrough orchestral works Apparitions and Atmosphères. These successful compositions translate some of the ideas developed in the electronic music studio into orchestral writing, in particular, techniques for organizing rhythm and for handling sound masses to create a static surface with a sense of internal motion. In interviews Ligeti claimed to have attempted to move in this direction while still in Hungary with the unfinished pieces Víziók and Sötét és Világos. A comparison of the extant sketches for these works shows the degree to which his experiences in the electronic studio resulted in a refinement of compositional technique, nuanced textures, and original orchestration.


Animals ◽  
2020 ◽  
Vol 10 (10) ◽  
pp. 1768
Author(s):  
Roosa Piitulainen ◽  
Ilyena Hirskyj-Douglas

Computer systems for primates to listen to audio have been researched for a long time. However, there is a lack of investigations into what kind of sounds primates would prefer to listen to, how to quantify their preference, and how audio systems and methods can be designed in an animal-focused manner. One pressing question is, if given the choice to control an audio system, would or could primates use such a system. In this study, we design an audio enrichment prototype and method for white-faced sakis that allows them to listen to different sounds in their regular zoo habitat while automatically logging their interactions. Focusing on animal-centred design, this prototype was built from low fidelity testing of different forms within the sakis’ enclosure and gathering requirements from those who care for and view the animal. This process of designing in a participatory manner with the sakis resulted in an interactive system that was shown to be viable, non-invasive, highly interactive, and easy to use in a zoo habitat. Recordings of the sakis’ interactions demonstrated that the sakis triggered traffic audio more than silence, rain sounds, zen, and electronic music. The data and method also highlight the benefit of a longitudinal study within the animals’ own environment to mitigate against the novelty effect and the day-to-day varying rhythm of the animals and the zoo environment. This study builds on animal-centred methods and design paradigms to allow the monitoring of the animals’ behaviours in zoo environments, demonstrating that useful data can be yielded from primate-controlled devices. For the Animal-Computer Interaction community, this is the first audio enrichment system used in zoo contexts within the animals own environment over a long period of time that gives the primate control over their interactions and records this automatically.


2021 ◽  
pp. 030573562097698
Author(s):  
Jolan Kegelaers ◽  
Lewie Jessen ◽  
Eline Van Audenaerde ◽  
Raôul RD Oudejans

Despite growing popular interest for the mental health of electronic music artists, scientific research addressing this topic has remained largely absent. As such, the aim of the current study was to examine the mental health of electronic music artists, as well as a number of determinants. Using a cross-sectional quantitative design, a total of 163 electronic music artists participated in this study. In line with the two-continua model of mental health, both symptoms of depression/anxiety and well-being were adopted as indicators for mental health. Furthermore, standardized measures were used to assess potential determinants of mental health, including sleep disturbance, music performance anxiety, alcohol abuse, drug abuse, occupational stress, resilience, and social support. Results highlighted that around 30% of participants experienced symptoms of depression/anxiety. Nevertheless, the majority of these participants still demonstrated at least moderate levels of functioning and well-being. Sleep disturbance formed a significant predictor for both symptoms of depression/anxiety and well-being. Furthermore, resilience and social support were significant predictors for well-being. The results provide a first glimpse into the mental health challenges experienced by electronic music artists and support the need for increased research as well as applied initiatives directed at safeguarding their mental health.


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