no limits: music teacher training for the inclusive...

No Limits: Music Teacher Training for the

Inclusive Recording StudioJohn C. Coggiola

Deborah A. CunninghamJames S. Abbott

http://syr.edu/

No Limits: Music Teacher Training for the Inclusive Recording Studio2

The Music Technology Access Project (MTAP):

• Supported by Syracuse University’s Burton Blatt Institute, College of Visual and Performing Arts, School of Education, and the Setnor School of Music

• Conduct research, apply scientific investigation, and develop computer programming technology in an attempt to readapt production systems to be used by persons with disabilities

• Increase accessibility for persons with disabilities to both education and equitable employment in the sound recording industry and its related fields

• Provide templates and methods for education to be used by faculty who teach these subjects, and to faculty who focus on education for persons with disabilities


SUmmer@SUbcat Origins:

• SU University College Innovative Summer Program Development Grant was obtained for $20,000.00 award for the summer of 2011

• The course MUI 600 Studio Recording: The Inclusive Recording Studio (3 credits) was designed out of an existing course (MUI 307 Studio Recording)

• Six-week summer course schedule: - first four weeks, met two days a week for 3 & 1/2 hours (graduates only) - last two weeks, met three days a week for 3 & 1/2 hours (all participants)

• The grand opening of Sub Cat Studios in Syracuse, N.Y.


Sub Cat Studios:

• Fully-accessible spaces• Two control rooms• Four studio spaces• Classroom/teaching studios• Midi/post production studios• Instrument/amp room• Full microphone inventory• Hard-drive storage system• Pro Tools interface system• Vintage preamps/high-spec

digital preamps• Tie lines throughout

facilities


SUmmer@SUbcat Faculty & Staff Team:

•Program Director & Audio Faculty Member•Music Education Faculty Member•Graduate Teaching Assistant (Audio)•Undergraduate Teaching Assistant (Audio)•Program Registrar/Art Coordinator•Guest Audio Engineer (Lecture/Final Production)•Sub Cat Staff (Environmental Control)•Participant Observer (Data Collection)


SUmmer@SUbcat Graduate Students

(Tech Mentors):• n = 10

• 5 in-service teachers, 4 enrolled in Professional Cert. Masters

• 4 pre-service teachers, 4 enrolled in Professional Cert. Masters

• 1 pre-service teacher, enrolled in Graduate Teacher Preparation Program


SUmmer@SUbcat High School Students (Selection Process):

• Letters: – With initial program description to SCSD Fine Arts

Coordinator, H.S. Building Administrators, & music faculty– Parental letter with program description and request for

application– Seeking: “any high school students with an IEP who show

an interest in music; currently participate in school music programs; or who would benefit from participating in music immersion.”

• Parent(s) were contacted after applications were reviewed by program faculty

• Program registrar completed “Student Data Inventory” via telephone interview with parent


SUmmer@SUbcat High School Students (Selection Process):

• Student Data Inventory:– administered by program registrar– twenty-one questions– food/environmental allergies, disability classification,

school program/support received, communication skills, assistance/supervision needed, likes/dislikes, sensory considerations, required special adaptations/modifications (physical, behavioral, social, sensory), musical background, computer skills, social/relationship preferences, “work” behaviors


SUmmer@SUbcat High School Students (Students):

• Final participation, n = 13• Disability Classifications/Parental Report:

- None (3) - Learning disabled (2) - Learning disabled with visual impairment and fine motor delays (1) - Learning disabled with ADHD (1) - ADHD (1) - Intellectually disabled/Down syndrome (2) - Autism (1) - Autism/Aspergers - high functioning (1) - Sotos syndrome/mild mental retardation, delayed motor, cognitive, and social development, speech impairments (1)

• Musical Skills: vocal (10), guitar (5), piano (3), bass (2) drums (5) trombone (1), viola (1), “sense of rhythm and beat” (1)


SUmmer@SUbcat Course Goals: Instruction of the Tech Mentors

Studio recording instruction included units on:

• the ear and hearing• Acoustics• recording studio design • recording studio procedures• microphone technique • working with computer-based

recording software/hardware• digital audio processing• audio production techniques

and analysis• project planning “studio lesson

plan”



Inclusive practices:• appropriate for structuring

successful experiences for students with specific disabilities working in the studio environment

• guest lecture• reflective task analysis (self/others)• student data discussion/strategy

development for differentiated instruction

• project planning (macro/micro) “Spiral Curriculum”

• student learning assessments (individual & group reflection)



Individualized Support:• One or more adults, providing support to one or more students at

predetermined times• Success comes from not becoming attached to student, to prompt

others to become naturally involvedCo-teaching Support:• Supportive: one teacher takes the lead, others rotate among students

to provide support• Parallel: co-teachers work with different groups of students in

different areas of the classroom• Complementary: co-teachers do something to enhance the

instruction provided by another co-teacher• Team Teaching: Co-teachers jointly plan, teach, assess, and assume

responsibility for all of the students in the classroomThousand, J.S.; Villa, R. A.; and Nevin, A.I. (2007). Differentiating Instruction., p. 111.



“Participation” in final concert:

• at the Red House (attached to the recording studio)

• tech mentors and students perform together for a live audience

• provide technical support to other guest artists on the concert program and to concurrent live-to-recording process


SUmmer@SUbcat Course Goals: Instruction of the Students

• Instructional topics included recording studio design, recording studio procedures, microphone technique, working with computer- based recording software/hardware, digital audio processing, audio production techniques

• Learned the process of creating recordings as artists (week one)• Learned the process of creating recordings as studio personnel

(week two) while working for professional musicians who were recording three selections for a compact disc

• “Perform” in final concert in a professional venue for a live audience• Provide technical support to other guest artists on the concert

program and to concurrent live-to-recording process


SUmmer@SUbcat Research Questions:

• Is this even possible? Or… “are we crazy?”

• How will the Tech Mentors respond when faced with an environment where they are both “student” and “teacher”?

• How will the Tech Mentors respond to designing curriculum and adaptations for individualized instruction in this same environment?

• How does this experience shape the Tech Mentors’ short- and long- term approach to teaching with technology in an inclusive environment?


SUmmer@SUbcat Research Data Collection:

• Individual Journal Assignments (IJA)– 6 total across the six-week program – written submissions to posed questions about recent/future experiences– digitally recorded follow-up discussions w/Tech mentors and course

instructor

• Participant Observation of Tech Mentors– across multiple sessions without/with students

• Post Experience Survey of Tech Mentors– eight month follow-up


SUmmer@SUbcat Research Findings (Preliminary):

• Tech mentors indicated varied levels of comfort for performing required tasks even though all received the same training.

• Initially the tech mentors were hesitant to make decisions about students’ abilities. In time, the tech mentors came to understand what was possible with the students in a supportive and inclusive environment.

• Reflections on assessment of students’ abilities indicated the need for differentiated instruction. These reflections also resulted in the preliminary development of strategies for differentiated instruction.


SUmmer@SUbcat Research Findings (Preliminary):

• Tech mentors observed and recognized when interactions involving peer-to-peer instruction occurred. This was interpreted as student learning.

• Tech mentors’ recognition of students’ independence as an indicator of growth

• When asked if an inclusive environment was fostered, Tech mentors responses indicate that they have varied interpretations of what constitutes an inclusive environment


No Limitations Video

Play video: http://bbi.syr.edu/mtap/multimedia/Subcat_movie.wmv

http://bbi.syr.edu/mtap/multimedia/Subcat_movie.wmv

http://bbi.syr.edu/mtap/multimedia/Subcat_movie.wmv

No Limits: Music Teacher Training for the

Inclusive Recording Studio

no limits: music teacher training for the inclusive...

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