Linking Creative Practice with Audio Production Education in the Music Industry Classroom

Doug Bielmeier
Northeastern University

Abstract

Since the inception of audio production programs a schism has existed between creative practice (e.g., composers) and technical roles (e.g., audio engineering). However, as the democratization of technology has been integrated into modern audio production workflows, contemporary audio professionals and students are increasingly seeking ways to combine music creation and recording, editing, and mixing. As a result, there is a demand for audio production programs to develop curricula that links creative practice with commercial audio production education in the classroom. This paper a) identifies the ambiguity when defining contemporary audio production programs, b) describes the educational goals of current audio production students to prepare themselves for employment in the contemporary music industry, and c) details the five phases of creative practice for the development of critical thinking skills, troubleshooting, and the ability to work under the authority of a mentor. In addition, this paper describes a Basic Creative Recording Project (BCRP) which balances technical learning objectives while incorporating the acquisition of creative practice skills in the classroom. The BCRP project schedule is detailed with examples for meetings and assignments. A process-based assessment is described and includes detailed session documentation, recursive feedback loops, and verbal presentations. Infusing the creative process within an audio production project can help to engage students in the classroom who are already involved in the creative process.

Keywords: audio education, music industry, music industry education, experiential learning, assessment

Bielmeier, Doug. “Linking Creative Practice with Audio Production Education in the Music Industry Classroom." Journal of the Music and Entertainment Industry Educators Association 21, no. 1 (2021): 45-63. https://doi.org/10.25101/21.2

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