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Technique, Creation, Perception and Experience in the Learning of Electroacoustic Music: Some practical proposals

Published online by Cambridge University Press:  05 March 2015

Alessandro Cipriani ,
Vincenzo Core  and
Maurizio Giri
Alessandro Cipriani*
Affiliation:
Scuola di Musica Elettronica – Conservatorio di Musica ‘L.Refice’, Via Michelangelo, 23, 03100 Frosinone, Italy
Vincenzo Core*
Affiliation:
Scuola di Musica Elettronica – Conservatorio di Musica ‘L.Refice’, Via Michelangelo, 23, 03100 Frosinone, Italy
Maurizio Giri*
Affiliation:
Scuola di Musica Elettronica – Conservatorio di Musica ‘L.Refice’, Via Michelangelo, 23, 03100 Frosinone, Italy
*
Email: [email protected]
[email protected]
[email protected]
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Abstract

This article arises from the need to reflect upon the possibility of developing new ways of teaching electroacoustic music, based on the opportunities recently offered by technology and the theories about learning that have been developed in recent decades. After taking into consideration the limits of the current teaching methods, the article examines various theories and approaches that involve questioning the objectivity of the learning process, the concept of multiple intelligences, the concentration on the experience as the focal point of learning and so forth. On the basis of these reflections, and after evaluating various teaching experiences over the past twenty years, the authors make some practical proposals, without imagining a curriculum, but rather by outlining several possible activities within an organic teaching project. To this end, a software program is described and realised in which the learner is engaged through the use of an interactive game format that can be played by the individual or in a group, and that encourages the development of the capacities of analysis, perception, practical skill, knowledge, imagination and creativity.

Type
Articles
Information
Organised Sound , Volume 20 , Issue 1: Special issue: Organised Sound Celebrates 20 Years , April 2015 , pp. 40 - 50
Copyright
© Cambridge University Press 2015 

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References

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