Creative collaboration in the cloud

Using Splice Studio and Audiomovers to enhance online music education outcomes

Authors

  • Barry Hill Southern Cross University

DOI:

https://doi.org/10.1558/prbt.19304

Keywords:

music education, audiotechnology, online learning, COVID-19

Abstract

This article details online education design at an Australian university undergraduate music program. The author reviews the rapid development of online learning activities relating to music performance in response to the COVID-19 pandemic enforced lockdown. The lockdown imposed serious challenges for music educators, the overarching one being how to engage students via a screen rather than in a rehearsal room. As the unit designer/assessor, the author utilized specific cloud-based audio software networking tools that are accessible to students (Audiomovers, Splice Studio) to devise learning activities that encouraged creative interactive learning. The author details the advantages and disadvantages of each learning activity. As a substitute for face-to-face interaction, online learning has substantial limitations in relation to music education. Student engagement with accessible online audio tools can enhance skills and knowledge development and interactive learning, thus maximizing student satisfaction and collaborative learning outcomes.

Author Biography

Barry Hill, Southern Cross University

Dr Barry Hill is a Senior Lecturer of Music at Southern Cross University Faculty of Business, Law and the Arts and teaches into the Southern Cross University Bachelor of Contemporary Music program. As a bass player and guitarist, Dr Hill has performed and recorded with music ensembles, theatre and dance groups and multimedia projects both in Australia and overseas. His published research specializes in the fields of popular music culture and performance practice, audio technology and musicology.

References

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Csikszentmihalyi, M. 1997. Finding Flow: The Psychology of Engagement with Everyday Life. New York: Basic Books.

Dobson, E. and K. Littleton. 2016. ‘Digital Technologies and the Mediation of Undergraduate Students’ Collaborative Music Compositional Practices’. Learning, Media and Technology 41/2: 330–50. https://doi.org/10.1080/17439884.2015.1047850 DOI: https://doi.org/10.1080/17439884.2015.1047850

Klein, E. and J. Lewandowski Cox. 2019. ‘Music Technology and Future Work Skills 2020: An Employability Mapping of Australian Undergraduate Music Technology Curriculum’. International Journal of Music Education 37/4: 636–53. DOI: https://doi.org/10.1177/0255761419861442

Marins, P. 2017. ‘Challenges and Constraints of Using Audio in Online Music Education’. The 23rd International Conference on Auditory Display (ICAD 2017) June 20–23, 2017, Pennsylvania State University. https://doi.org/10.21785/icad2017.043 DOI: https://doi.org/10.21785/icad2017.043

Websites

https://splice.com/features/studio (accessed 12 March 2021).

https://audiomovers.com/wp/ (accessed 12 March 2021).

https://djtechtools.com/2013/10/09/splice-ableton-backup-management-and-collaboration-in-the-cloud/ (accessed 11 February 2021).

Published

2021-12-21

How to Cite

Hill, B. . (2021). Creative collaboration in the cloud: Using Splice Studio and Audiomovers to enhance online music education outcomes. Perfect Beat, 21(2), 173–181. https://doi.org/10.1558/prbt.19304

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