This month an article written by me appeared in the British Journal of Music Education, entitled "How music technology can make sound and music worlds accessible to student composers in Further Education colleges".
You can access it online here, if you want to.
"I am a composer, producer, pianist and part-time music lecturer at a Further Education college where I teach composing on Music Technology courses at levels 3 (equivalent to A-level) and 4 (Undergraduate/Foundation Degree). A ‘Music Technology’ course, distinct from a ‘Music’ course, often attracts applicants from diverse musical backgrounds; it is not uncommon for a typical class to contain a majority that cannot read staff notation and have taught themselves to play their instrument. Sometimes the student's only experience of music-making prior to the course has been sequencing beat patterns using computer software. Potential students are drawn to music technology courses for many different reasons – perhaps their individual interests lie in sound engineering, acoustics, live sound reinforcement, computer programming or software application design. As a teacher of composing in this context, I am faced with a challenge: how to bridge the knowledge and confidence gaps that exist between students with more and less formal musical experience? I believe that music technology applications can help in this area, particularly with fostering confidence and motivation in less-experienced students. What follows is a student profile and a case study of one assessment task in composing, which will illustrate how such strategies can work."