14
EARS II 06/12/2022 From Hearing to Listening. A new Approach to Electroacoustic Music. Motje Wolf

Ears II Presentation

Embed Size (px)

Citation preview

Page 1: Ears II Presentation

EARS II

04/15/2023

From Hearing to Listening. A new Approach to Electroacoustic

Music.

Motje Wolf

Page 2: Ears II Presentation

Overview

• Introduction• EARS II curriculum• Theoretical foundation• Some impressions

04/15/2023 Motje Wolf

Page 3: Ears II Presentation

04/15/2023 Motje Wolf

Imagine...you stepped into a new world. Houses would not look like houses, streets not like streets...

... there would be sign posts, but you wouldn’t understand the language. You probably would feel very confused.

... This is probably the same when someone goes to an acousmatic concert for the first time. No musicians, only loudspeakers and sounds that you normally would not consider as music.

Page 4: Ears II Presentation

04/15/2023 Motje Wolf

Reaction to electroacoustic music

can hence be like this:

Page 5: Ears II Presentation

04/15/2023 Motje Wolf

• Something that would help us to orientate within the new world:– Language course– Map

• So – why don’t we do this with new listeners?

Page 6: Ears II Presentation

The EARS II learning environment

Offers inexperienced listeners knowledge (map) and a listening training (language course) for electroacoustic music.

04/15/2023 Motje Wolf

Page 7: Ears II Presentation

EARS II Curriculum

• For inexperienced listeners (11-14 years old)

• Enhance appreciation of e/a music• Learning, Listening and Making• Concept-driven Teaching• Technology Enhanced Teaching +

e-Learning• Listening Training

04/15/2023 Motje Wolf

Page 8: Ears II Presentation

Aims

• Intention/Reception (Weale 2006) project shows: Better access due to understanding of composer’s intention

• Therefore: providing children knowledge about electroacoustic music is a way to achieve this goal

• Aim: To fill the gap between society and contemporary music

• Including teaching e/a music in holistic approach with a lot of fun.

04/15/2023 Motje Wolf

Page 9: Ears II Presentation

Appreciation

• Aesthetic appreciation: musical preference• Influence Factors

• Age (Open-Earedness Hypothesis)• Knowledge• Attitude• ...

• “Seeing the value of something”• National Curriculum: appreciation of unfamiliar

music• But HOW?

04/15/2023 Motje Wolf

Page 10: Ears II Presentation

Something to hold on to

• some parameters: e.g., dynamics, space, pitch, and/or rhythm

• Homogeneity of sounds and the search for few sounds, e.g. pieces based on one or a few pitches, homogenous textures, new sounds, and the voice and the special case of a live instrument plus recorded sounds

• Textures not exceeding four sound types at once;• Programs, some are real but many are imaginary, e.g.,

natures, recycled music and “anecdotal music”, and acousmatic tales; and

• others not yet discovered (Landy 2007, 28)04/15/2023 Motje Wolf

Page 11: Ears II Presentation

Sound ≠ Sound

• Real-World Sound vs. Generated Sound

• Focusing on Real-World Sounds:Soundscape and Musique Concrète

• Two types of listening:

• Referential listening: sound + sound source

• Reduced listening: sound – sound source

04/15/2023 Motje Wolf

Page 12: Ears II Presentation

How to Learn on EARSII

• Curriculum• Learning in two ways:– Single-user option – at home (e-learning)– Multi-user option – at school (technology

enhanced learning)• Learning, listening and making• Including tasks and quizzes

04/15/2023 Motje Wolf

Page 13: Ears II Presentation

How to Learn on EARSII

• Sparking and retaining interest• Sit forward/ sit backward media (Laurillard)General approach:– Exploring rather than consuming

Classroom version:– Teachers can pre-define the content and

monitor the learners’ actions– Can follow the lesson plans of the curriculum

04/15/2023 Motje Wolf

Page 14: Ears II Presentation

04/15/2023 Motje Wolf

Have a look:

www.dirbtuve.de/ears

Prototype of the final EARS2 Online Learning Environment of the Music, Technology and Innovation Research Centre of De Montfort University Leicester. Created by Motje Wolf with technical support by Nils Müller as part of Wolf’s PhD project

Contact: [email protected]