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Download e-book Beyond Sound: The College and Career Guide in Music Technology

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Steven J.

Music Opportunity Program Foundation - Board of Directors

Prior to his administrative appointment, he served for 17 years as Chair of Instrumental Music and Director of Bands at Samford University, four years as Woodwind Coordinator at Howard Payne University, and five years as a public school band director in Arkansas and Texas. He is active as a conductor, oboist, and saxophonist in a variety of musical genres.

He holds a Ph. His wife, Rebecca, is a flutist, composer and music theory and technology specialist. Their daughter, Lian, is a tenth-grader violinist and oboist who is an All-State performer on both instruments and is a member of the Alabama Youth Symhony.

College and Career Planning in the Arts

Upon completion of this module you will be able to LO1: Demonstrate an in-depth understanding of the way that audio is utilised with the chosen field LO2: Contribute effectively to an existing audio team in order to provide audio production assistance for the host organisation LO3: Discuss methods of audio requirements gathering and evaluation within the host organisation LO4: Critically analyse the internship period in terms of current professional practice and future employment.

Additional support will be provided as needed on an individual basis, this can take the form of visits, additional supervision sessions, or directed study. The module will involve a considerable amount of self-study as students will be required to extend their knowledge through research into current audio practices within their chosen field LO1.

Should You Go To College For Music Production?

Students will apply the knowledge gained and extend it through working with an established audio team within a host organization and create an e-portfolio to demonstrate their progress L Finally, students will critically analyse the internship period in terms of current professional practice and future employment in the form of a word critical report LO4. Integral to the module is the stipulation that students to plan, take responsibility for their own progress and reflect upon what they learned during the internship.

Formative Assessment: The assessment is split into two parts.


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The first is a summative placement assessment where the workplace supervisor completes a questionnaire and returns it to the module leader, in order to establish how the student is contributing to the established professional group LO2. This assessment takes place between weeks at the mutual agreement between the module leader and internship supervisor.

Secondly, the student will provide a critical reflection on the internship with respect to the work, business and practices of the host organisation. This will be in the form of an e-portfolio to include a critical report words and associated artefacts, and it will assess the remaining learning outcomes LO1, 3, 4.

Progress will be monitored throughout so that appropriate feedback can be provided during the internship. Description of module content: Students can either search for an appropriate internship or be assigned one.