The new Oxford Handbook of Technology and Music Education is finally here! I was so honoured to be asked by Alex Ruthmann & Roger Mantie to contribute to this exciting volume. Look a that list of names! It's nuts that I'm in there with them.
This 700 page volume has contributions from 42 authors sharing their diverse perspectives and further commentaries on provocation questions at the intersection of technology and music education. If anyone is interested in reading my little contribution, you can find it here.
My article is called "Bowie musicology: mapping Bowie’s sound and music language across the catalogue", built around a fun research idea that was initially sparked in a friend's front room a few years go. I've spoken about bits of this work at the 2015 Bowie themed conference at ACMI in Melbourne and later in a special keynote at Cambridge. It feels really good to have it published now. Thank you Sean Redmond and Toija Cinque for the opportunity to be part of this. <3
If anyone's interested in reading the article, it's here: http://www.tandfonline.com/toc/ccon20/31/4
and here: https://www.academia.edu/33892304/Bowie_musicology_mapping_Bowies_sound_and_music_language_across_the_catalogue
In the summer of 2015 I sent a proposal off to the editors of the 33 1/3 series for a book about my favourite David Bowie album Scary Monsters and Super Creeps (1980). To my surprise and delight, out of the 606 proposals they received from their open call, I somehow made the shortlist of 85. In the end, my book idea was not chosen for publication (though I have to say the albums/authors that were chosen seem extremely worthy and I can't wait to read the new volumes).
Part of the proposal package included a draft introductory chapter, so I thought I would share that here just in case it is of interest to anyone. I realise that in the wake of the news of his death there has been a flood of amazing stories, blogs, think-pieces, memories and tributes - many people might be feeling some Bowie-death-fatigue setting in. I know I am. If that's the case I invite you to consider and celebrate the staggering body of work he has gifted us, as I ask you to focus on Scary Monsters and Super Creeps.
(click on the 'read more' link to see the chapter)
It’s available from Bloomsbury from the 29th of January as a hardback, paperback or e-book.
“This book treats with freshness and vitality issues that are crucial for educators in higher education and beyond. The international and multi-disciplinary group of scholars – anthropologists, psychologists, musicians, artists and art educators – engage us in deeply educational issues and experiences...Enthusiastically recommended!” – Liora Bresler, Professor of Curriculum and Instruction, College of Education, University of Illinois, USA
“This is an illuminating and long-overdue book that celebrates the myriad ways in which musicians engage their creativity, both as they develop their expertise and then as professionals. In many contexts, we are experiencing acute needs to champion innovative artistic practices whilst at the same time maintaining the qualities of traditional practices. It is clear that creative entrepreneurship is essential to future success, and this book helps to demystify its principles and practice. It is a must-read for all those engaged in higher music education.” – Helena Gaunt, Vice Principal and Director of Academic Affairs, Guildhall School of Music & Drama, UK
***UPDATE: It's here!
I received a hardback copy of the book from the publishers and I thought it was rather pretty! Also, amazed my reference to Kanye West got through the edit...
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."