Subject: Re: ality Structuring
From: Kevin Austin (email@example.com)
Date: Sat Sep 24 2005 - 22:36:09 EDT
I would propose that there is no such thing as music without context.
At 12:18 +1000 2005/09/25, miriam clinton (iriXx) wrote:
>>>... and most particularly in the case of postgraduate student
>>>composition where students look out for the most esoteric texts to
>>>prove their case when the music alone should stand!)
Academia is not about "artists", it is about accreditation and
certification, in the broadest senses. This group of people are given
the responsibility (by that group of people) to certify that the
people who have taken this "curriculum" (*).
I would like to know that graduate students from "this" accredited
school are responsible for having met "this" set of criteria. This is
largely "not negotiable". The brain surgeon is expected to have a
comprehensive and contemporary knowledge of her field. I think it not
unreasonable that a PhD student in electroacoustics will have dealt
with The Computer Music Tutorial and Auditory Scene Analysis, and
spent some time on the historical and cultural precedents in the
application of the "loudspeaker". I would hope they have some mastery
of some software applications related to sound, and will have visited
most of the (major) 'ea' / 'computer music' sites on the web.
Another aspect of graduate studies is detailed primary research and
tenacity to track down and contextualize this detail in a larger
global fashion than from (simply) reading a couple of undergraduate
texts on ea.
With hundreds of graduate diplomas in ea every year, it is hoped that
every couple of years one or two will make a distinct and outstanding
contribution to the field of electroacoustic studies. Sometimes this
will be a "new" idea, sometimes the application / realization of an
idea that has remained as "an idea".
IMV, the graduate student in ea needs to have come in contact with
issues of instrument / software design, multiple aesthetics and (for
example) concrete poetry and text sound composition.
(*) In education , a curriculum (plural curricula ) is the set of
courses and their contents offered by an institution such as a school
or university . In some cases, a curriculum may be partially or
entirely determined by an external body (such as the National
Curriculum for England in English schools). In the US , the basic
curriculum is established by each state with the individual school
districts adjusting it to their desires.
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