SF Conservatory of Music Uses Networked Audio to Overcome Pandemic Challenges — from avnetwork.com

Excerpt:

To unite the musicians virtually, the school installed a Dante network that runs throughout the facility, into classrooms, offices, practice rooms, and studio spaces, with Focusrite RedNet X2P 2×2 Dante audio interfaces serving as the system’s endpoints. The network was designed and installed by Emeryville, CA-based integration firm Advanced Systems Group (ASG).

Then, it occurred to O’Connell that a Dante network would solve the connectivity challenge, and a call to Groh brought the Focusrite RedNet X2P audio interfaces into the picture. Two RedNet X2P units arrived and were set up on the school’s VLAN as a proof of concept. 

 
 

A PERFECT DAY (1909)
Words and Music by Carrie Jacobs-Bond (1862-1946)

When you come to the end of a perfect day,
And you sit alone with your thought,
While the chimes ring out with a carol gay,
For the joy that the day has brought,
Do you think what the end of a perfect day
Can mean to tired heart,
When the sun goes down with a flaming ray,
And the dear hearts have to part?
Well, this is the end of a perfect day,
Near the end of a journey, too,
But it leaves a thought that is big and strong,
With a wish that is kind and true.
For mem’ry has painted this perfect day
With colors that never fade,
And we find at the end of a perfect day,
The soul of a friend we’ve made.


From DSC:
Here’s our dad’s version of it…which is nicely accompanied by our mom.


Doc Carter and our dad -- 1970

 

Hear a Harlem Choir Rejoice Again — from nytimes.com by Tariro Mzezewa
This article features music. For the best experience, turn your sound on.

A spotlight shines down on the Bethel Gospel Assembly church.

 

NJ High School Adds New Recording Studio to Learning Spaces — from spaces4learning.com by Matt Jones

Excerpt:

A career and technical high school in New Jersey has added new professional recording gear to one of its teaching spaces. County Prep High School, part of Hudson County Schools of Technology, added hardware from Solid State Logic (SSL), a UK-based company that manufactures analog and digital audio consoles for music and audio production. Students in the music and audio technology program learn how to write their own songs and produce their own music. The senior project involves putting a label together and releasing songs.

 

The Studio at County Prep High School in New Jersey installed at the front of a teaching space with seating for about 16 students -- it overlooks a tracking room with a piano and two soundproof booths.

The new studio at County Prep High School features professional equipment from Solid State Logic.
Source: Solid State Logic

Also see:

A different view on the console at this New Jersey High School

Addendum on 4/1/21:

  • Control Room 42 ushers in the future of broadcasting — from derivative.ca
    Excerpt:
    Control Room 42 (CR42) a project from RTBF, public broadcaster for the French speaking part of Belgium, gives broadcasting’s traditionally hardware-based control room a radical makeover enabled by TouchDesigner in ways its designer Hugo Ortiz thought impossible a few years ago. Recipient of The European Broadcasting Union’s Technology and Innovation Award 2020, this new software-based control room prototype that also integrates Artisto for audio and Smode for real-time graphics brings game-changing innovation to the broadcasting industry.
 

Radio.Garden — with thanks to David Pogue for this resource

From DSC:
This is amazing! Some screenshots:

Radio.garden -- tune into thousands of live radio stations across the globe!

Radio.garden -- tune into thousands of live radio stations across the globe!

Several questions/reflections come to my mind:

  • What could those teachers and professors who are trying to teach someone a language do with this?!
  • If this can be done with radio stations, what can be done with learning-related streams of content?!
  • Talk about “More Choice. More Control.”  Man o’ man!

Streams of content


Addendum on 2/28/21:
Could this type of interface be used to navigate the world of work? Where instead of nations, you would have arenas of work?

 

An important distance learning resource for teachers, students, & parents — from educatorstechnology.com

Excerpt:

Wide Open School (WOS) is a platform developed by the leading non-profit for kids and families Common Sense media. WOS provides access to a wide range of resources designed specifically to help enhance the quality of distance learning. The work of Wide Open School is a fruit of a partnership with more than 80 leading educational organizations and services including Kahoot, Google, Khan Academy, National Geographic, PBS, Scholastic, Smithsonian, TED Ed, and many more.

 

Also see:

The work of Wide Open School is a fruit of a partnership with more than 80 leading educational organizations and services including Kahoot, Google, Khan Academy, National Geographic, PBS, Scholastic, Smithsonian, TED Ed, and many more.

 

Musical Mentors Collaborative Announces Requiem-20
The resulting compendium is a tribute to the pandemic world we live in today

Philadelphia, PA — January 19, 2021 — Musical Mentors Collaborative (“MMC”), which provides free private music instruction and instruments to students who would not otherwise have access, presents Requiem-20, a collaborative, multimedia, multi-genre reflection on the ineffable loss of life in 2020 due to the Coronavirus pandemic. Featuring music by young but brilliant early-career composers, this project offered these artists a chance to help culture make meaning in a time of seeming creative impossibility. Produced in cooperation with Musical Mentors Collaborative and performed by MMC’s Teaching Fellows, this project represents a coalescence, a meeting place for creative artists to express and process the difficulties of this time.

“With the looming loss of millions of lives to Coronavirus, 11 composers and 23 artists have come together to form a musical collaborative work called, Requiem-20, a modern day Requiem in response to Covid-19. During this pandemic and with the lack of so many live performances, composers, especially young composers are feeling that their musical voices are not able to be displayed as normal and are looking for ways to stay connected and be relevant to the world right now.

This is their musical reaction to all the loss that is experienced during this time. A requiem not just for the loss of so many lives, but also for the loss of everyday life as we knew it, the loss of so many things that we had, the loss of getting to do things we love and see the people we love, the loss of so many jobs and livelihoods, the loss of so much continues and is expressed here in this montage and continuous melange of 11 short expressions that is interwoven to formulate Requiem-20,” says Says Daniel Matsukawa, principal bassoon of the Philadelphia Orchestra, professor at the Curtis Institute of Music, and the creator of this project.

Given the continuing loss of so many musicians’ jobs and livelihoods, we hope that the feelings and stories conveyed through Requiem-20 give you faith that artistic expression lives on as robustly as ever. We also hope that this project may prompt other musicians to compose and add to the concept, thus creating their own musical tribute in response to the current pandemic-filled world.

“Musical Mentors Collaborative encourages creativity through connection, and employs the ingenuity of economically displaced musicians to create connections in communities with the least access to music’s undisputed benefits. This project furthers our mission of connecting artists and young people with this crucial resource in this troubled time,” said Teddy Poll, Artistic and Educational Director of MMC. “We are excited to share Requiem-20 and for the public.”

Requiem-20, as well as more detailed information about the piece, can be seen/heard here: www.requiem-20.com.

 

OpenAI’s text-to-image engine, DALL-E, is a powerful visual idea generator — from venturebeat.com by Gary Grossman; with thanks to Tim Holt for sharing this resource

OpenAI’s text-to-image engine, DALL-E, is a powerful visual idea generator

Excerpt:

OpenAI chose the name DALL-E as a hat tip to the artist Salvador Dalí and Pixar’s WALL-E. It produces pastiche images that reflect both Dalí’s surrealism that merges dream and fantasy with the everyday rational world, as well as inspiration from NASA paintings from the 1950s and 1960s and those for Disneyland Tomorrowland by Disney Imagineers.

From DSC:
I’m not a big fan of having AI create the music that I listen to, or the artwork that I take in. But I do think there’s potential here in giving creative artists some new fodder for thought! Perhaps marketers and/or journalists could also get their creative juices going from this type of service/offering.

Speaking of art, here are a couple of other postings that caught my eye recently:

This Elaborately Armored Samurai Was Folded From A Single Sheet of Paper
Also see:

 

Merry Christmas all!

 

 

28 Simeon took him in his arms and praised God, saying:

29 “Sovereign Lord, as you have promised,
    you may now dismiss[a] your servant in peace.
30 For my eyes have seen your salvation,
31     which you have prepared in the sight of all nations:
32 a light for revelation to the Gentiles,
    and the glory of your people Israel.”

 

Saving — and Enhancing — Music Education With Online Learning — from edcircuit.com by D. Travis Washington

Excerpt (emphasis DSC):

I teach Choir and lead the Young Vocal Scholars Program, and before COVID arrived, we were excited to move forward on the culmination of learning through live performances. With school closure, all that changed, and we were forced to adapt to virtual learning. Through the initial transition, we discovered that online learning options such as Soundtrap could not only extend projects we were currently working on but expand music learning to previously unimaginable heights.

When Covid hit and we couldn’t continue with the traditional choir program, my school looked for remote solutions. Soundtrap was exactly what we needed. We began conducting Young Vocal Scholars choir sessions remotely through Soundtrap and filled our extra Soundtrap seats with students from the District 8 Choir who weren’t being served music at all — doing similar projects that we had been creating previously in my classes. It was incredible to suddenly recognize that there were far more students interested in music who could connect via their laptops and tablets at home.

Also see:

Soundtrap for Education empowers students and teachers to explore creative sound recording in all subjects, for all ages and ability levels.

Soundtrap revolutionized my classroom in a virtual setting. Students became more engaged than ever before. My “4-star artists,” as I refer to my highly motivated students, kept making songs. I recall one of them saying to me, “Music class was cool because we sang together, but Soundtrap is cooler because it allows us to make projects together and they sound good.” 

 
 

Musical Mentors collaborative mobilizes and expands in response to pandemic — with thanks to Bristol Jones for this resource/information
Organization connects musicians in need of work with students lacking access to music instruction
(Emphasis below from DSC)

New York, NY — November 12, 2020 — Musical Mentors Collaborative (“MMC”), which provides free private music instruction and instruments to students who would not otherwise have access, announced today its Winter Gala to benefit the 1:1 Music Fund which will enable the organization to provide 10,000 more lessons in the years to come.

MMC was founded in 2009 as a partnership between Columbia University students and PS 145, a neighboring elementary school in Morningside Heights, and incorporated as a 501(c)(3) non-profit in New York State in 2011. Since 2009, MMC’s university chapters have provided over 7,500 lessons to more than 450 students in the United States.

The onset of the COVID-19 pandemic in early 2020 caused dramatic and painful changes in the musical community. Many performing arts institutions were forced to close indefinitely, and many talented musicians found themselves out of work.

In response, MMC launched a teaching fellowship in early April to pay professional musicians to teach one-on-one virtual lessons to students without access to private instruction. Teachers include members of the Metropolitan Opera Orchestra, the New York Philharmonic Orchestra, as well as collaborators of Herbie Hancock, Lauryn Hill, and others. The organization has since onboarded over 35 teaching artists and nearly 200 students. Since the onset of the pandemic, MMC has paid more than $150,000 to its Teaching Fellows and shipped over $30,000 worth of instruments to students, collectively in support of over 1,300 virtual lessons.

“We are inspired by the response from the musical community, and immensely grateful for the support musicians have shown MMC students. These students represent our musical future and would otherwise lack access to the instruction and mentorship they deserve,” said Zack Susel, Co-Founder and Executive Director of MMC. “We are excited to announce our Winter Gala in support of our 1:1 Music Fund, through which we aim to provide 10,000 more private lessons in the coming years.”

In support of its growth and response to the pandemic, MMC has recruited 12 Grandmentors to lead pedagogical development, including GRAMMY® award winning pianist Emmanuel Ax, and Tony® award winning composer Jeanine Tesori, social work experts, and faculty from The Juilliard School and Curtis Institute of Music.

About Musical Mentors Collaborative
Musical Mentors Collaborative connects musicians with underserved students around the country. Since launching in 2009, MMC has taught over 8,800 free private lessons across instruments and genres, furthering their goal to support young musicians through one-on-one instruction. MMC operates chapters at universities across the United States, and mobilizes professional musicians through their selective Teaching Fellowship.

For more information, visit www.musicalmentors.org. | Instagram | Twitter

Musical Mentors Collaborative connects musicians with underserved students around the country.

Also see:

 

From DSC:
In our future learning experiences, I wonder what taking a break might look and sound like…? That is, we’re going along learning something from/with others (virtually/digitally) and then the teacher, professor, Subject Matter Expert (SME), trainer, or whoever says to take a break. What could happen then?

In the online/digital/virtual-based realm, that could mean that you have the option to set your “break” setting to bring up Spotify, or Vimeo, or YouTube, or Pandora, some VR-based app, other. The lights in your “learning space” could dim and the music could come on. Or you reach for a VR headset and watch a sunset or position yourself by a picturesque brook. Or your favorite podcast/vodcast picks up where you left off.

Hmmm…should be some interesting innovation and affordances along these lines.

 

 

Many students complain that online-based learning doesn’t engage them. Well, check this idea out! [Christian]


From DSC…by the way, another title for this blog could have been:

WIN-WIN situations all around! The Theatre Departments out there could collaborate with other depts/disciplines to develop highly engaging, digitally-based learning experiences! 


The future of drama and the theatre — as well as opera, symphonies, and more — will likely include a significant virtual/digital component to them. While it’s too early to say that theatre needs to completely reinvent itself and move “the stage” completely online, below is an idea that creates a variety of WIN-WIN situations for actors, actresses, stage designers, digital audio/video editors, fine artists, graphic designers, programmers, writers, journalists, web designers, and many others as well — including the relevant faculty members!

A new world of creative, engaging, active learning could open up if those involved with the Theatre Department could work collaboratively with students/faculty members from other disciplines. And in the end, the learning experiences and content developed would be highly engaging — and perhaps even profitable for the institutions themselves!

A WIN-WIN situation all around! The Theatre Department could collaborate with other depts/disciplines to develop highly engaging learning experiences!

[DC: I only slightly edited the above image from the Theatre Department at WMU]

 

Though the integration of acting with online-based learning materials is not a new idea, this post encourages a far more significant interdisciplinary collaboration between the Theatre Department and other departments/disciplines.

Consider a “Dealing with Bias in Journalism” type of topic, per a class in the Digital Media and Journalism Major.

  • Students from the Theatre Department work collaboratively with the students from the most appropriate class(es?) from the Communications Department to write the script, as per the faculty members’ 30,000-foot instructions (not 1000-foot level/detailed instructions)
  • Writing the script would entail skills involved with research, collaboration, persuasion, creativity, communication, writing, and more
  • The Theatre students would ultimately act out the script — backed up by those learning about sound design, stage design, lighting design, costume design, etc.
  • Example scene: A woman is sitting around the kitchen table, eating breakfast and reading a posting — aloud — from a website that includes some serious bias in it that offends the reader. She threatens to cancel her subscription, contact the editor, and more. She calls out to her partner why she’s so mad about the article. 
  • Perhaps there could be two or more before/after scenes, given some changes in the way the article was written.
  • Once the scenes were shot, the digital video editors, programmers, web designers, and more could take that material and work with the faculty members to integrate those materials into an engaging, interactive, branching type of learning experience. 
  • From there, the finished product would be deployed by the relevant faculty members.

Scenes from WMU's Theatre Department

[DC: Above images from the Theatre Department at WMU]

 

Colleges and universities could share content with each other and/or charge others for their products/content/learning experiences. In the future, I could easily see a marketplace for buying and selling such engaging content. This could create a needed new source of revenue — especially given that those large auditoriums and theaters are likely not bringing in as much revenue as they typically do. 

Colleges and universities could also try to reach out to local acting groups to get them involved and continue to create feeders into the world of work.

Other tags/categories could include:

  • MOOCs
  • Learning from the Living[Class]Room
  • Multimedia / digital literacy — tools from Adobe, Apple, and others.
  • Passions, participation, engagement, attention.
  • XR: Creating immersive, Virtual Reality (VR)-based experiences
  • Learning Experience Design
  • Interaction Design
  • Interface Design
  • …and more

Also see:

What improv taught me about failure: As a teacher and academic — from scholarlyteacher.com by Katharine Hubbard

what improv taught me about failure -as a teacher and academic

In improv, the only way to “fail” is to overthink and not have fun, which reframed what failure was on a grand scale and made me start looking at academia through the same lens. What I learned about failure through improv comes back to those same two core concepts: have fun and stop overthinking.

Students are more engaged when the professor is having fun with the materials (Keller, Hoy, Goetz, & Frenzel, 2016), and teaching is more enjoyable when we are having fun ourselves.

 
© 2024 | Daniel Christian