“Music to My Ears: Music Technologies & Underserved

“Music to My Ears: Music Technologies & Underserved Audiences” (working title)

Thesis supplement to "Pathways to Performance: How Communication Technologies Help Bridge Gaps in Musical Culture"

Readers please note: This script is the preliminary film outline based on completed research. It will undergo significant revision during the production phase, based on the evidence yet to be collected. This script functions as a guideline for the production team in determining schedules, budgets and in allocation of filming resources. Please see thesis pages 9-11 for more information.

OPENING SEQUENCE

SHOTS OF ANTIQUE MUSIC TEXTILE

SHOTS OF AFRICAN DRUMMING, ROCK CONCERT, AND OPERA SOLOIST INTERCUT WITH FS/PAN OVER TEXTILE

FREEZE FRAME ON TEXTILE SCENE OF MUSICIANS

INT CARL WALZ/ASTRONAUTS PLAYING MUSIC IN SPACE THAT CLOSELY PARALLELS SCENE FROM TEXTILE [FOOTAGE FROM

OPENING SEQUENCE:

MUSIC FADE UP: BAROQUE OR CLASSICAL SELECTION, TBD:

MUSIC UNDER V.O.:

NARRATOR V.O.: Music is woven throughout

human history and culture.

MUSIC FADE OUT SLIGHTLY; SLOWLY FADE UP SOFT DRUM BEAT FIRST, THEN ROCK RIFF:

NARRATOR V.O.: From African drum rituals and

urban rock ...

MUSIC FADE OUT; DRUM BEATS FADE OUT; ROCK RIFF FADES OUT TO VERY SOFT; VOCAL ARIA SLOWLY FADES IN:

NARRATOR V.O.: To the most beautiful vocal aria...

NARRATOR V.O.: Music is a central thread in the

fabric of human experience.

NARRATOR V.O.: Astronaut Carl Walz once called

music "a link to home."

VIDEO AUDIO




NASA]

SHOT OF EARTH FROM SPACE

TITLE SEQUENCE

PART ONE: INTRODUCTION TO MUSICAL CULTURE AND MARGINS

EXT CITY SCENES

EXT SHOTS OF SCHOOL CHILDREN LEAVING SCHOOL AND PASSING STREET MUSICIAN (OR SIMILAR)

EXT SHOTS OF CHURCH

Music calls home even from the vast reaches of

outer space.

And wherever humans go and whatever humans do,

music will be at the frontier.

TITLE SEQUENCE:

PART ONE: INTRODUCTION TO MUSICAL CULTURE AND MARGINS:

NAT SOUND FADE UP: CHURCH CHOIR WITH CHILD FROM INNER CITY/BERKLEE CITY MUSIC NETWORK:

NAT SOUND UNDER V.O.:

NARRATOR, V.O.: Many U.S. communities have

seen dramatic cuts in arts programming from their

schools, particularly in urban settings.

NARRATOR, V.O.: Though music exists across

American culture—in the media, in local community

centers, in homes and churches ...

NARRATOR, V.O.: For students like D.C. native

Fname Lname (Child from Inner CIty/Berklee City

VIDEO AUDIO




INT EST SHOTS OF CHURCH CHOIR EVENT

INT SHOTS OF CHILD FROM INNER CITY/BERKLEE CITY MUSIC NETWORK IN CHURCH CHOIR EVENT

INT SHOT OF CHILD FROM INNER CITY/BERKLEE CITY MUSIC NETWORK IN INTERVIEW

INT SHOTS OF CHOIR IN PRACTICE OR PERFORMANCE

INT SHOTS OF CHILD DURING PRACTICE OR PERFORMANCE

Music Network),finding pathways for musical

expression can be difficult.

CHILD FROM INNER CITY/BERKLEE CITY MUSIC

NETWORK V.O.: [Introduces self; talks about not

having music in school and how he/she practices

music elsewhere, like at church and in an after-

school program]


NETWORK: [Talks about what music makes him/her

feel and why it is important to him/her]

NAT SOUND:


NETWORK, V.O.: [ Begins to detail "day in the life"

type narrative about how he/she experiences music

at home and in the community on a daily basis (or

weekly, etc.)]

MUSIC FADES IN: HIP HOP OR URBAN MUSIC, TBD:

VIDEO AUDIO




EXT SHOTS OF CHILD WALKING THROUGH NEIGHBORHOOD

EXT SHOTS OF NEIGHBORHOOD

EXT SHOTS OF CHILD'S HOME

INT SHOTS OF CHILD WITH MUSIC ARTIFACTS

INT SHOTS OF CHILD LEAVING HOME

EXT CHILD LEAVING HOME FOR MUSIC CLASS

EXT SHOTS OF CHILD ON WAY TO CLASS AND ARRIVING AT CLASS

MUSIC UNDER V.O.:

NARRATOR, V.O.: Fname Lname started singing

and playing music at age TBD.

NARRATOR, V.O.:Now, at age TBD, he/she is one of

the only musicians in his/her family (or

neighborhood, etc).


NETWORK, V.O.: [Explains artifacts to camera and

talks about life with and without music]

MUSIC FADES OUT:


NETWORK: [Talks about why music is important in

his/her life and how he/she plans to pursue it after

school (i.e., scholarship to Berklee)]

NAT SOUND FADE IN: SOUNDS FROM MUSIC CLASS:

NAT SOUNDS UNDER V.O.:

VIDEO AUDIO




INT SHOTS OF CHILD ARRIVING AT CLASS

INT SHOTS TEACHER GREETING STUDENTS; GREETING CHILD; CLASS SETTING UP

INT SHOTS OF TEACHER ADDRESSING CLASS

INT SHOTS OF TEACHER WORKING WITH STUDENTS DURING CLASS

INT SHOTS OF TEACHER IN INTERVIEW

INT SHOTS OF TEACHER INTERACTING WITH KIDS IN CLASS

NARRATOR, V.O.: Every Tuesday (TBD), Fname

commutes from his/her school in D.C. the TBD miles

it takes to get to the eSharp Center where music

class is held.

The commute takes TBD hours and Fname arrives

just in time.

NAT SOUND FADES UP:

TEACHER: [Addressing students about day's class

and what they are going to study]

NAT SOUND UNDER V,O.:

TEACHER V.O.: [ Talks about value of music classes

to these students]

TEACHER: [Talks about how poverty and class

factor into music culture]

[Talk about and how he/she is working with certain

entities to combat inequities in music, so these kids

can have access to musical culture but, because

resources are limited, this means approaching

music instruction in new ways]

VIDEO AUDIO




INT SHOTS OF TEACHER AND STUDENTS IN CLASS INTERACTING WITH EACH OTHER AND WITH TECHNOLOGY

INT SHOT OF STUDENTS INTERACTING WITH EACH OTHER AROUND COMPUTER

INT SHOTS OF CHILDREN WORKING INDEPENDENTLY ON COMPUTER

INT SHOTS OF CHILD FROM INNER CITY/BERKLEE WORKING WITH COMPUTER

INT SHOTS OF COMPUTER

INT SHOTS OF DIFFERENT COMPUTER, ZOOM OUT TO DIFFERENT CLASSROOM

NAT SOUND:

STUDENTS FROM CLASS (INCL CHILD): [Talking

with each other and to camera about sampling,

loops and making beats; talking about music they

like to listen to]


TEACHER, V.O.: [Talks about how class goal is to

work to draw from music the children already know

and like, and to help them understand the patterns of

music making that exist in all types of music]

[Talk about how this format hopefully will lead to

CHILD'S interest in pursuing music at a more formal

level when he/she can, when the resources are

availabl.]

NAT SOUND FADE OUT; NAT SOUND FADE IN:

NARRATOR, V.O.: Across town, only TBD minutes

from Fname's class, students have their pick of arts

lessons during the school day.

VIDEO AUDIO




INT SHOTS OF STUDENT WITH SPECIAL NEEDS PARTICIPATING IN MUSIC CLASS AND USING TECHNOLOGY

INT SHOT OF PARENT/S WITH STUDENT WITH SPECIAL NEEDS AT HOME

INT OF PARENT/S WITH STUDENT AT HOME INTERACTING WITH MUSIC TECHNOLOGY

INT OF STUDENT WITH SPECIAL NEEDS AT HOME WORKING WITH TECHNOLOGY

Until recently, however, it was difficult for students

like Fname Lname (STUDENT WITH SPECIAL

NEEDS) to participate in class.


PARENT/S OF STUDENT WITH SPECIAL NEEDS,

V.O.: [Parents talk about how STUDENT is able to

interact with other students in the regular band

classroom through technology and how this is

enriching his/her life]

PARENT/S OF STUDENT WITH SPECIAL NEEDS:

[Talk about until technologies came out, it was hard

for Fname to really be a part of culture like his/her

classmates]

NAT SOUND FADES OUT:

PARENT/S WITH STUDENT WITH SPECIAL

NEEDS: [Talking together about making music with

tools, also addressing the camera]

PARENT/S AND STUDENT: [Talking about how

music is one thing that is made available to

VIDEO AUDIO




INT SHOTS OF PARENT/S GETTING STUDENT READY TO LEAVE HOME

INT SHOTS OF PARENT/S AND STUDENT LEAVING

EXT/INT SHOTS OF PARENT/S AND STUDENT ON TRANSPORTATION ON WAY TO SCHOOL EVENT

EXT/INT SHOTS OF PARENTS/STUDENTS ARRIVING AT SCHOOL FOR MUSIC EVENT

INT SHOTS OF STUDENTS WARMING UP FOR MUSIC EVENT AND INTERACTING WITH STUDENT WITH SPECIAL NEEDS

INT MUSIC EVENT (TBD)

INT OF BAND DIRECTOR ADDRESSING AUDIENCE (TBD)

INT FINALE OF MUSIC EVENT

INT OF STUDENTS AND FAMILIES INTERACTING BACKSTAGE

STUDENT through new tools and, if the technology

is out there, it should be accessible to everyone]

MUSIC FADES IN:

NAT SOUND FADES IN:

MUSIC FADES OUT, NAT SOUNDS CONTINUE UNDER V.O.:

BAND DIRECTOR V.O.: [Talks about it being

competition/class or performance day, and including

STUDENT WITH SPECIAL NEEDS in performance;

talks about how technology helps make this

possible]

NAT SOUND:

VIDEO AUDIO




AND/OR IN BAND ROOM AFTER MUSIC EVENT

INT OF BAND DIRECTOR IN BAND ROOM AFTER MUSIC EVENT; STUDENTS IN BACKGROUND

INT SHOTS OF STUDENT WITH SPECIAL NEEDS IN BAND ROOM AFTER MUSIC EVENT, WITH PARENT/S

INT SHOTS STUDENT WITH PARENTS, SAYING GOODBYE TO CLASSMATES AND GETTING READY TO LEAVE

INT SHOTS OF PARENT/S AND STUDENT LEAVING BAND ROOM/SCHOOL

BAND DIRECTOR: [Talks about role of technology in

including non-traditional music students in music

classes, and how this is relatively new in musical

culture and under-utilized].

BAND DIRECTOR, V.O.: [Talks about how non-

traditional students' presence also contributes to the

class atmosphere and learning about music]

STUDENT WITH SPECIAL NEEDS: [Talks about

reaction to performance (possible subtitles, or

parents interpret, if necessary)]

NAT SOUND FADES OUT:

MUSIC FADES IN UNDER V.O.; MUSIC, TBD:

PARENTS, V.O: [Talking about how proud they are

of Fname and how thankful they are to be in a

school where music can be a part of his/her

everyday life.]

MUSIC FADES UP:

VIDEO AUDIO




INT SHOTS OF BAND ROOM LIGHTS GOING OUT

INT SHOTS OF DR. DAVID WILLIAMS AT UNIVERSITY OF ILLINOIS MUSIC TECHNOLOGY ROOM

INT SHOTS OF DR. DAVID WILLIAMS IN SCHOOL OFFICE

INTO SHOTS OF DR. WILLIAMS WORKING WITH CLASS ON HOW TO TEACH USING MUSIC TECHNOLOGIES

INT SHOTS OF DR. WILLIAMS

INT OF MUSIC EDUCATION STUDENTS LEARNING TO TEACH WITH TECHNOLOGY

NARRATOR, V.O.: Dr. David Williams has been

working at the University of Illinois to develop music

technologies for non-traditional music students.

DAVID WILLIAMS: [Talking about what a non-

traditional music student is and why it is important to

develop musical opportunities for them.]


DAVID WILLIAMS V.O.: [Talking about ways

technology factors into non-traditional musical

learning and how music education can be

revolutionized.]

DAVID WILLIAMS: [Talk about next-generation

music instructors and how they need to be fluent in

technology, and how this will change musical

culture.]


DAVID WILLIAMS, V.O.: [Talk about changing the

structure of music classrooms to accommodate

VIDEO AUDIO




INT SHOT OF MUSIC EDUCATION STUDENT IN CLASS LEARNING TO TEACH WITH TECHNOLOGY

INT SHOT OF MUSIC EDUCATION STUDENT

INT SHOTS OF MUSIC EDUCATION STUDENT TEACHING YOUNGER STUDENTS USING TECHNOLOGY

INT SHOTS OF CITY MUSIC NETWORK CLASS AND STUDENTS LEARNING IN GROUP

INT SHOTS OF TEACHER ADDRESSING CLASS

different students, to open musical culture to more

people; talk about why this is important]

MUSIC EDUCATION STUDENT, V.O.: [Talk about

learning to teach music with technology and the

ways it can open music]

MUSIC FADES OUT:

MUSIC EDUCATION STUDENT I: [Talk about

different forms of technology and the different

students they serve]


MUSIC EDUCATION STUDENT I, V.O.: [Talk about

why it is important to teach what they are teaching

and how the music education field is still very

narrow]

NAT SOUND FADES OUT; NAT SOUND FADES IN:

NAT SOUND, MUSIC FROM CITY MUSIC NETWORK CLASS:

TEACHER/MENTOR FROM INNER CITY/BERKLEE

CITY MUSIC NETWORK: [ Addressing class, talks

VIDEO AUDIO




INT SHOTS OF STUDENTS WORKING TOGETHER WITH TRADITIONAL MUSICAL INSTRUMENTS

INT CHILD FROM INNER CITY/BERKLEE CITY MUSIC NETWORK AT CLASS

INT OF CHILD FROM INNER CITY/BERKLEE CITY MUSIC NETWORK AT CLASS

INT SHOTS OF CLASS ENDING AND TEACHER SENDING STUDENTS OFF FOR THE DAY

about using what they learned on the computer to

play their instruments; how they are supposed to

apply what they learn to other instruments]

TEACHER/MENTOR FROM INNER CITY/BERKLEE

CITY MUSIC NETWORK, V.O.: [Talks about how the

music they are teaching their student is not just for

their own enjoyment, but it is a cultural experience

and that they want the students to come to know and

enjoy all forms of music making.]



NETWORK: [Talks about what he/she

gains/observes from learning to work together as a

group and learning to play traditional instruments]


NETWORK, V.O.: [Talks about what hopes to gain

from experience working with technology and with

traditional instruments, and what each brings to the

table in his/her learning]

TEACHER INNER CITY/BERKLEE CITY MUSIC

NETWORK, V.O.: [Talk about how hope to enrich

VIDEO AUDIO




INT SHOTS OF SPECIAL NEEDS STUDENT IN CLASS

PART TWO: CASE HISTORY OF TECHNOLOGY IN MUSICAL CULTURE

their life, their family's life, and the community

through music]

NAT SOUND FADE OUT; NAT SOUND FADES IN:


PARENT/S OF STUDENT WITH SPECIAL NEEDS,

V.O.: [Talk about how they have seen music

changed STUDENT WITH SPECIAL NEEDS' life,

and how technology has been an important part of

that]

NAT SOUND FADES OUT; MUSIC FADES IN:


NEEDS, V.O.: [Talk about how music enriches life,

and should be available to everyone, and with the

proper tools, resources and support, CAN be made

available to everyone.]

PART TWO: CASE HISTORY OF TECHNOLOGY IN MUSICAL CULTURE:

NAT SOUNDS UNDER V.O.:

VIDEO AUDIO




INT FOOTAGE OF PYOTR AND ELECTRONIC MUSICAL SUIT

EXT FOOTAGE OF STREET MUSICIAN USING NON-TRADITIONAL INSTRUMENT

INT OF BEATBOXING DJ USING ABLETON SOFTWARE AND VOICE

INT OF DR. ELAINIE LILLIOS PERFORMING AN ELECTRO-ACOUSTIC COMPOSITION

INT OF AUDIENCE AT DR. ELAINIE LILLIOS PERFORMANCE

INT SHOT OF DR. ELAINIE LILLIOS

NARRATOR, V.O.: In a modern culture filled with

new innovations and new ideas everyday, how do

we define music?

NARRATOR, V.O.: Is music any combination of

melodies that humans can make or replicate using

different objects?

NARRATOR, V.O.: Does music require the use of a

musical instrument?

NARRATOR, V.O.: Does music have to be pleasing

to listen to, or can it be unfamiliar?

NARRATOR, V.O.: In the vast range of perceivable

sound, what really counts as music?

DR. ELAINIE LILLIOS, V.O.: [Talks about the culture

of listening and how people listen to music in

different ways.]

MUSIC FADES IN: ELECTRO-ACOUSTIC SELECTION, TBD:

DR. ELAINIE LILLIOS: [Talks about the history of

musique concrete]

VIDEO AUDIO




SHOTS OF MUSIQUE CONCRETE HISTORICAL ARTIFACTS

INT SHOT OF DR. ELAINIE LILLIOS

INT OF STUDENTS MAKING MUSIC WITH TECHNOLOGY

INT SHOTS OF DR. ELAINIE LILLIOS TEACHING ELECTRO-ACOUSTIC MUSIC TO CLASS

INT SHOTS OF MUSIC STUDENTS IN DR. ELAINIE LILLIOS' CLASS

INT SHOT OF FELS IN INTERVIEW

[continues in V.O.]

[continues]

DR. ELAINIE LILLIOS, V.O.: [Talks about how today

technologies are still helping to teach us how to

broaden the way we think about and listen to music]

NAT SOUND:


DR. ELAINIE LILLIOS, V.O.: [Talks about how it is not

easy to challenging people's perceptions of what

they know to be music, but when you let go of

preconceived notions, musical creativity is liberated]

DR. SIDNEY FELS, V.O.: [Talks about how, in

Western culture, music has become a specialized

practice, breeding a narrow field of soloists,

composers, teachers, and critics, and leaving the

rest out].

DR. SIDNEY FELS: [Talks about how technologies

helped return music to the people through

VIDEO AUDIO




INT SHOTS OF MUSIC STUDENTS WORKING WITH TECHNOLOGIES

EXT SHOTS OF PEOPLE IN TRANSIT WITH PORTABLE AUDIO DEVICES

SHOTS OF HISTORIC RECORDING DEVICES, I.E., PHONOGRAPH

INT SHOTS OF DR. TIMOTHY TAYLOR IN INTERVIEW

SHOTS OF RECORDING HISTORY

INT SHOTS OF DR. TIMOTHY TAYLOR INTERVIEW

recordings, but that practice remained the domain of

a few.]

DR. SIDNEY FELS, V.O.: [Talks about how though

technologies have the potential to expand musical

culture, this evolution is still in its infancy].

NARRATOR, V.O.: Though technology for music

making is still evolving, technologies are widely

used for music listening worldwide.

DR. TIM TAYLOR, V.O.: [Talks about the first

recordings date back the the early twentieth century

when Western industry was picking up and that with

new technologies, naturally, Westerners, particularly

Americans, were looking for new forms of

entertainment].

DR. TIM TAYLOR: [Talk about early recording history

and why it was so viable, particularly in the United

States and the Western world].

[continues in V.O.]

[continues]

VIDEO AUDIO




INT SHOT OF RECORD SPINNING

SHOTS OF EARLY AMERICAN MUSIC, I.E., FIFE AND DRUM CORPS; OTHER ARTIFACTS

SHOTS OF PURITANS AND MUSIC; OTHER ARTIFACTS

INT SHOT OF MUSIC HISTORIAN INTERCUT WITH SHOTS OF ARTIFACTS

NARRATOR, V.O.: By the time recorded media

emerged on the world stage in the early twentieth

century, music already was an important part of

modern Western culture.

MUSIC FADE IN: FIFE AND DRUM SELECTION, TBD:

NARRATOR, V.O.: In the United States music had

become a diverse, multi-faceted culture consisting of

may layers that evolved from early colonial history.

NARRATOR, V.O.: The early Americans brought

music to the colonies for different cultural reasons.

MUSIC FADE OUT; MUSIC FADE IN, PURITAN HYMN, TBD:

MUSIC HISTORIAN I, V.O.: [Talk about how Puritans

used music primarily for religious ceremonies and

other spiritual and civic traditions].

MUSIC HISTORIAN I: [Talk about how the first book

they printed in New England was a religious hymnal

called the Bay Psalm Book, which they used as a

musical guide].

VIDEO AUDIO




SHOTS OF PURITANS, CHURCH AND MUSIC; OTHER ARTIFACTS

SHOTS OF EARLY MUSIC EDUCATION; MAYBE SOME NEWSPAPER CLIPPINGS OF LOWELL MASON AND FIRST BOSTON SCHOOL MUSIC; OTHER ARTIFACTS

SHOTS OF SOUTHERN MUSIC ARTIFACTS, ETC.

INT SHOT OF MUSIC HISTORIAN II INTERCUT WITH SHOTS OF ARTIFACTS

SHOTS OF SOUTHERN MUSIC AND ARTIFACTS

NARRATOR, V.O; Church administrators eventually

opened singing schools to standardize community

music and they enlisted music specialists to teach

and develop a music discipline.

MUSIC FADE OUT:

MUSIC HISTORIAN I, V.O.: [Talks about how, by the

early to mid nineteenth century, this formal

education was introduced in American public

schools and was rapidly progressing.]

NARRATOR, V.O.: Music developed differently in the

early American South.

MUSIC FADE IN, CLASSICAL MUSIC, TBD:

MUSIC HISTORIAN II.: [Talks about how during the

European Baroque and Classical eras, music was

popular among the social elite and that aristocrats

often hired musicians for private entertainment and

to instruct their children].

MUSIC HISTORIAN II, V.O.: [Talks about how this

class-based musical tradition followed European

VIDEO AUDIO




INT SHOTS OF MUSIC HISTORIAN II INTERCUT WITH ARTIFACTS

SHOTS OF JAZZ HISTORY/SOUTHERN SLAVES PERFORMING MUSIC

SHOTS OF JAZZ HISTORY ARTIFACTS/SOUTHERN SLAVES PERFORMING MUSIC

INT SHOTS OF JAZZ HISTORIAN I IN INTERVIEW, INTERCUT WITH SHOTS OF AFRICAN AMERICAN MUSIC ARTIFACTS

aristocrats to the American South, where private and

parlor music became popular across plantation

settlements].

MUSIC HISTORIAN II: [Talk about musicians who

immigrated to the Southern colonies would travel

from plantation to plantation offering instruction and

providing music for private and public

entertainment].

MUSIC FADE OUT:

NARRATOR, V.O.: Southern music also had another

form.

MUSIC FADE IN, EARLY SLAVE SPIRITUAL, TBD:

JAZZ HISTORIAN I, V.O.: [ Talks about how African

slaves came from many different cultures and

brought music with them].

JAZZ HISTORIAN I: [Talks about how people from

across Africa were thrust together on American

plantations and lacked a shared language. As the

many plantation languages and cultures fused, so

did their music].

VIDEO AUDIO




SHOTS OF AFRICAN AMERICAN MUSIC HERITAGE

SHOTS OF EARLY AFRICAN AMERICAN MUSICIANS

INT SHOTS OF JAZZ HISTORIAN II IN INTERVIEW INTERCUT WITH SHOTS OF EARLY AFRICAN AMERICAN MUSIC ARTIFACTS

MUSIC FADE OUT, MUSIC FADE IN, SLAVE SPIRITUAL II, TBD:

NARRATOR, V.O.: Passed down through oral

tradition and imitation, African American music

developed a rich heritage of improvisation. In many

cases, music was based on sound and expression

rather than formal notation and instruction. It

commonly was used for storytelling and

communication.

JAZZ HISTORIAN II, V.O.: [Talk about how slave

musicians were respected by both blacks and

whites, and often were able to bridge cultural

differences].

MUSIC FADE OUT; MUSIC FADE IN, EARLY JAZZ, TBD:

JAZZ HISTORIAN II: [Talks about how, eventually,

African American sounds fused with European

instruments and styles to create new musical forms,

like ragtime and jazz].

NARRATOR, V.O.: Despite its esteem, however,

black music remained on the margins of American

VIDEO AUDIO




SHOTS OF EARLY RECORDING MACHINES AND ARTIFACTS

INT SHOTS OF MUSIC HISTORIAN I IN INTERVIEW INTERCUT WITH SHOTS OF CONCERT BAND HISTORICAL ARTIFACTS

SHOTS OF IMMIGRATION AND EARLY MUSICIANS

INT SHOTS OF MUSIC HISTORIAN II IN INTERVIEW INTERCUT WITH IMAGES OF VAUDEVILLE,

society.

MUSIC FADE OUT:

NARRATOR, V.O.: It was not until the early twentieth

century that a small machine invented to record

human speaking would help liberate this music from

the cultural margins.

MUSIC HISTORIAN I, V.O.: [ Talks about how, by the

mid-1800s, Americans had a fever for public music].

MUSIC HISTORIAN I: [ Talks about how concert

bands were everywhere and music instruction was

in most schools].

MUSIC HISTORIAN I, V.O.: [Talks about how

European composers, soloists, repertoire, styles and

instruments were flooding American popular culture

and attracting widespread audiences.]

MUSIC FADE IN, EARLY RAGTIME RECORDING, TBD:

MUSIC HISTORIAN II: [Talks about how some

entertainment forms, like as Vaudeville and

VIDEO AUDIO




BURLESQUE AND BANDS

SHOTS OF THOMAS EDISON AND RECORDING MACHINES HISTORICAL ARTIFACTS

INT SHOTS OF DR. TIM TAYLOR INTERVIEW INTERCUT WITH HISTORICAL IMAGES OF EARLY SOUND RECORDING MACHINES

SHOTS OF PHONOGRAPH

Burlesque, often featured African Americans and

their music, but the most popular form of music

entertainment was the concert band, which was led

by famous bandmasters like John Philip Sousa.]

NARRATOR, V.O.: In the late 1800s, at the height of

Golden Age of Bands, Thomas Edison and a

number of other innovators started work on sound

devices to record the human voice in business

settings.

MUSIC FADES OUT:

DR. TIM TAYLOR: [ Talks about how on early

recording machines, the playback was tinny and it

was difficult to capture multiple layers of voice].

MUSIC FADES IN, HISTORICAL PHONOGRAPH RECORDING, TBD :

DR. TIM TAYLOR, V.O.: [Concludes saying the new

sound machines failed in corporate culture.]

MUSIC FADES OUT:

NARRATOR, V.O.: While fruitless in business

VIDEO AUDIO




INT SHOTS OF DR. SIDNEY FELS INTERVIEW INTERCUT WITH IMAGES OF EARLY RECORDING HISTORY ARTIFACTS

SHOTS OF PHOTOGRAPHS AND ARTIFACTS FROM EARLY RECORDING SESSIONS

INT SHOT OF JAZZ HISTORIAN I INTERVIEW INTERCUT WITH HISTORICAL PHOTOGRAPHS OF RECORDING AND RAGTIME HISTORY

culture, however, these sound machines were

almost immediately successful in musical culture.

DR. SIDNEY FELS, V.O.: [Talks about how the

phonograph and similar machines developed

rapidly in the early twentieth century and recorded

sound became a popular commodity].

DR. SIDNEY FELS: [Talks about how recordings

were made on tinfoil or wax cylinders, and musical

selections had to be short in length and moderate in

tone.]

FELS, V.O.: [Talks about how band music transferred

well to the new medium with its short and energetic

repertoire].

NARRATOR, V.O.: As recordings increased in

demand, however, producers began looking for new

sources to record.

JAZZ HISTORIAN I: [Talks about how the catchy

tunes of Southern musical forms were suitable and

how ragtime because an early popular recorded

sound]

VIDEO AUDIO




SHOTS OF HISTORICAL PHOTOGRAPHS AND ARTIFACTS OF RECORDING AND RAGTIME HISTORY, INCLUDING SHOTS OF PUBLIC DANCING AND ENTERTAINMENT

INT SHOTS OF JAZZ HISTORIAN II INTERVIEW INTERCUT WITH HISTORICAL IMAGES AND ARTIFACTS FROM RAGTIME HISTORY

SHOTS OF HISTORICAL IMAGES AND ARTIFACTS FROM RAGTIME HISTORY

INT SHOTS OF MUSIC HISTORIAN I INTERVIEW INTERCUT WITH SHOTS OF EARLY JAZZ HISTORY

SHOTS OF HISTORICAL IMAGES AND ARTIFACTS FROM EARLY JAZZ HISTORY

INT SHOTS OF JAZZ HISTORIAN I INTERCUT WITH MORE MODERN IMAGES AND ARTIFACTS OF JAZZ MUSIC HISTORY

JAZZ HISTORIAN I, V.O.: [Talks about ragtime being

short in length and easy to dance to, so it took off as

public and entertainment music especially].

JAZZ HISTORIAN II: [Talks about how recording

formats got longer and allowed ragtime musicians to

improvise more, which led to its development as

jazz]

JAZZ HISTORIAN II, V.O.: [Talks about how while

some ragtime evolved into jazz, other forms gave

rise to other short-form popular music like rock and

roll].

MUSIC HISTORIAN I: [Talks about rise of jazz music

as a disciplined form, which came from increasing

public interest in jazz music.]

MUSIC HISTORIAN I, V.O.: [Talks about the

development of disciplined jazz, and the

controversies surrounding that].

JAZZ HISTORIAN I: [Talk about how, to this day, jazz

music is among the most popular musical forms

taught in public schools, and that colleges offer

VIDEO AUDIO




INT SHOTS OF DR. SIDNEY FELS INTERVIEW INTERCUT WITH MODERN IMAGES AND ARTIFACTS FROM JAZZ HISTORY; SHOTS OF JAZZ IN SCHOOL PROGRAMS

SHOTS OF JAZZ MUSIC HISTORICAL IMAGES AND ARTIFACTS, INCLUDING RECORDING IMAGES

INT SHOTS OF DR. TIM TAYLOR INTERVIEW INTERCUT WITH HISTORICAL IMAGES OF MUSIC TECHNOLOGIES

SHOTS OF HISTORICAL IMAGES OF MUSIC TECHNOLOGIES BEING USED BY PEOPLE

INT SHOTS OF MUSIC HISTORIAN II INTERVIEW

SHOTS OF HISTORICAL IMAGES

programs in jazz].

JAZZ HISTORIAN I, V.O.: [Talk about how new jazz

continues to be born in communities across the

nation].

DR. SIDNEY FELS: [Talks about how this is a history

of specialized music in out time, how we have

witnessed the institutionalization of jazz].

DR. SIDNEY FELS, V.O.: [Considers where jazz

would be without recording technologies]

DR. TIM TAYLOR: [Talks about how people have

always used technology to push musical practice

forward]

TAYLOR, V.O.: [Talks about how it is not that

technology drives musical progress, but it enables

people to express music in new ways]

MUSIC HISTORIAN II: [Talks about how technology

is and always has been a part of musical culture]

MUSIC HISTORIAN II, V.O.: [Talks about technology

VIDEO AUDIO




AND ARTIFACTS OF PEOPLE LISTENING WITH NEW TECHNOLOGIES

PART THREE: NEW MUSIC TECHNOLOGIES

SHOTS OF PEOPLE INTERACTING WITH NEW MUSIC TECHNOLOGIES

INT SHOTS OF DR. GIL WEINDBERG WORKING IN LAB ON NEW INTERFACES FOR MUSICAL EXPRESSION

IN SHOTS OF DR. GIL WEINBERG INTERVIEW

INT SHOTS OF DR. WEINBERG AND

generally evokes thoughts about listening to music,

it is opening new ways to explore making music].

PART THREE: NEW MUSIC TECHNOLOGIES:

NARRATOR, V.O.: New communication

technologies continue to advance musical culture.

NARRATOR, V.O.: Beyond offering new ways to

capture and transfer sound, computers and other

advanced machines are allowing people to make

music in ways never before experienced.

MUSIC FADE IN, NEW INTERFACES FOR MUSIC EXPRESSION LAB SOUNDS, TBD:

NARRATOR, V.O.: Dr. Gil Weinberg is a researcher

with Georgia Tech who is working on developing

new music technologies that, to some, appear to be

nothing more than simple toys.

DR. GIL WEINBERG: [Talk about the purpose

behind his research and what innovators like him

are trying to accomplish]

DR. WEINBERG, V.O.: [Talk about how the

VIDEO AUDIO




OTHERS INTERACTING IN MUSIC LAB

INT SHOTS OF CHILDREN PLAYING WITH NEW INTERFACES FOR MUSICAL EXPRESSION

INT SHOTS OF PARENT/S IN INTERVIEW INTERCUT WITH IN SHOTS OF CHILD INTERACTING WITH NEW INTERFACES

INT SHOTS OF CHILD/REN INTERACTING WITH NEW INTERFACES

INT SHOTS OF DR. WEINBERG INTERVIEW

interfaces are bringing a community of people

together around musical expression in ways that our

culture has not yet seen].

NAT SOUND:


PARENT/S OF CHILD IN EXPERIMENT, V.O.:

[Explain why got involved with experiment and what

they hope it will accomplish]

PARENT/S OF CHILD IN EXPERIMENT: [Talk about

technologies opening up music in new ways].


DR. GIL WEINBERG, V.O.: [Talks about how there

are no guarantees with technology, but how they

find hope in what they have seen].

DR. GIL WEINBERG: [Talks about connecting music

back with expression - instead of with instruction -

and how this has great potential for reaching new

musical audiences].

VIDEO AUDIO




INT SHOTS OF DR. GIL WEINBERG WORKING IN LAB WITH DIFFERENT RESEARCHERS AND SUBJECTS

SHOTS CONCERT HALL WHERE DR. TOD MACHOVER'S HYPERINSTRUMENT SYMPHONY IS PERFORMING

INT SHOTS OF DR. TOD MACHOVER INTERIVEW INTERCUT WITH IMAGES AND ARTIFACTS FROM HIS CHILDHOOD

SHOTS OF HYPERINSTRUMENTS AND PEOPLE USING THEM IN LAB AND PERFORMANCE SETTINGS

INT SHOTS OF DR. TOD MACHOVER IN MIT MEDIA LAB

SHOTS OF HYPERINSTRUMENTS AND PEOPLE INTERACTING WITH THEM; SPECIFICALLY CHILDREN AND PHYSICALLY DISABLED

NARRATOR, V.O.: Dr. Weinberg is one of many

researchers working to extend musical culture to

new audiences.

NAT SOUND:

DR. TOD MACHOVER: [Talk about how was drawn

to hyper-instrument technologies (childhood and

background)]

DR. MACHOVER, V.O.: [Talks about how these

technologies can be more than individual, they can

be interactive in a way human-to-human

performance can't (i.e., interactive piano)]

DR. TOD MACHOVER: [Gives and overview of lab

and demonstrates how some of the technologies

work]

DR. MACHOVER, V.O.: [Talk about how

hyperinstruments are about identifying and working

within someone's range of motion or musical

experience]

VIDEO AUDIO




MIT MEDIA LAB STAFF WORKING WITH SPECIAL NEEDS SUBJECTS

INT SHOTS OF MIT MEDIA LAB RESEARCHER/GRAD STUDENT INTERVIEW

DR. SIDNEY FELS ADDRESSING CLASS AND/OR CONFERENCE

INT SHOTS OF DR. SIDNEY FELS INTERVIEW INTERCUT WITH SHOTS OF HIM WORKING WITH NEW INTERFACES FOR MUSICAL EXPRESSION INSTRUMENTS AND SUBJECTS

NAT SOUND:

MIT MEDIA LAB RESEARCHER/GRAD STUDENT,

V.O.: [Talks about what they have learned from

working with hyper-instruments; what they never

expected to learn]

MIT MEDIA LAB RESEARCHER/GRAD STUDENT:

[Talks about reaction to their research work and

what hopes for future developments].

NAT SOUND:

DR. SIDNEY FELS, V.O.: [Talks about how

technologies can be adapted for different people, so

where new interfaces for musical expression have

application, everyday technologies also have

application].

DR. SIDNEY FELS: [Talks about how it is not about

the technologies themselves, but finding ways to use

technologies to include more people in musical

culture].

NAT SOUND:

VIDEO AUDIO




SHOTS OF A NEW INTERFACE FOR MUSICAL EXPRESSION IN ITS LIFE-CYCLE

INT SHOTS OF DR. TIM TAYLOR IN INTERVIEW

SHOTS OF HISTORICAL IMAGES AND ARTIFACTS OF MUSIC TECHNOLOGIES THAT DIDN'T SURVIVE

INT SHOTS OF DR. TIM TAYLOR INTERVIEW INTERCUT WITH SHOTS OF PEOPLE USING MUSIC TECHNOLOGIES

FADE TO BLACK

INT SHOTS OF INNER CITY/BERKLEE CITY MUSIC NETWORK STUDENT

DR. SIDNEY FELS, V.O.: [Talk about how many of

the technologies are in their infancy, and have a

long way to go].

DR. TIM TAYLOR: [Talk about in the history of music

technologies, how most music technologies never

take off]

DR. TIM TAYLOR, V.O.: [Gives examples of

technologies that didn't take off and talks about

where new technologies have the potential to take

or become forgotten.]

DR. TIM TAYLOR: [Talks about how the most

important role of technology is to enable human

creation and expression].

MUSIC FADES IN:

MUSIC FADES OUT; NAT SOUND FADES IN:

INNER CITY/BERKLEE CITY MUSIC NETWORK

STUDENT: [Talks about how computers have made

it easy to play music and how he/she hopes to

continue playing the music he/she likes]

VIDEO AUDIO




INT SHOTS OF INNER CITY/BERKLEE CITY MUSIC NETWORK STUDENT IN CLASS INTERACTING WITH OTHER STUDENTS AND WITH TECHNOLOGIES

INT SHOTS OF PARENT/S WITH STUDENT WITH SPECIAL NEEDS

INT SHOTS OF STUDENT WITH SPECIAL NEEDS INTERACTING WITH TECHNOLOGY IN MUSIC CLASSROOM SETTING

SHOTS OF INNER CITY/BERKLEE CITY MUSIC NETWORK STUDENT INTERCUT WITH SHOTS OF SPECIAL NEEDS STUDENT; BOTH WORKING WITH MUSIC TECHNOLOGIES

NAT SOUND:

INNER CITY/BERKLEE CITY MUSIC NETWORK,

V.O.: [Talks about how he/she doesn't know what

he/she will be doing when they grow up, but they

hope it will have to do with music]

NAT SOUND FADES OUT; NAT SOUND FADES IN:


NEEDS: [Talks about how technologies have helped

STUDENT'S life thus far, and they hope it will

continue to help].

PARENT/S OF STUDENT WITH SPECIAL NEEDS:

[Talk about how technology is not perfect, and

unless there are great people out there choosing to

use it, it won't make a difference]

NAT SOUND:

DR. DAVID WILLIAMS, V.O.: [Talk about a need to

teach new music educators to use technology in non-

traditional music settings as well as in traditional

music settings]

VIDEO AUDIO




INT SHOTS OF DR. DAVID WILLIAMS IN INTERVIEW INTERCUT WITH SHOTS OF DIVERSE PEOPLE INTERACTING WITH NEW MUSIC TECHNOLOGIES

SHOTS OF DIVERSE PEOPLE INTERACTING WITH NEW MUSIC TECHNOLOGIES

FADE TO BLACK

SHOTS OF DIFFERENT MUSICAL SETTINGS; I.E., DR. ELAINIE LILLIOS AND ELECTROACOUSTIC MUSIC; EARLY JAZZ IMAGES; NEW INTERFACES FOR MUSICAL EXPRESSION; BLUE MAN GROUP "TUBES" MUSIC; URBAN CLUB WITH DJ; SOUND ART INSTALLATION IN MODERN MUSEUM (OR BOSTON CYBERARTS FESTIVAL); SCHOOL MUSIC ENSEMBLE; STREET MUSICIAN

DR. DAVID WILLIAMS: [Talk about how it's not about

removing the traditional band setting, but opening

new settings to new people.]

DR. DAVID WILLIAMS, V.O.: [Says it's about diversity

and fairness; and technology can help achieve

these].

MUSIC IN:

NARRATOR, V.O.: Music critic and historian Fname

Coleman once said "through thick and thin, music

technology served as America's engine of cultural

integration."

NARRATOR, V.O.: Just as music has evolved from

its early roots as a human communication form and

ritual, music technologies have helped to advance

the ways humans use and interact with music.

Music will always mean different things to different

people. Finding ways to bridge cultural gaps that

restrict some people from musical expression will

bring a new freedom to musical culture.

VIDEO AUDIO




SHOTS OF ASTRONAUTS PERFORMING MUSIC ON SPACE STATION

SHOT OF EARTH FROM SPACE

FADE TO BLACK

CLOSING SEQUENCE

Beyond its entertainment role, music is an integral

part of the human experience. As technology

continues to open music to new audiences and new

settings, it takes small steps toward breaking cultural

barriers ...

... and giant leaps toward connecting humans

around a vital and universal expressive form.

MUSIC FADE OUT:

CLOSING SEQUENCE:

VIDEO AUDIO

Documents

“Music to My Ears: Music Technologies & Underserved