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Widening Participation in Electroacoustic Music: The EARS 2 pedagogical initiatives

Published online by Cambridge University Press:  11 July 2013

Leigh Landy ,
Richard Hall  and
Mike Uwins
Leigh Landy
Affiliation:
Music, Technology and Innovation Research Centre, De Montfort University, The Gateway, Leicester LE1 9BH, UK E-mail: llandy@dmu.ac.uk; rhall1@dmu.ac.uk; mjuwins@dmu.ac.uk
Richard Hall
Affiliation:
Music, Technology and Innovation Research Centre, De Montfort University, The Gateway, Leicester LE1 9BH, UK E-mail: llandy@dmu.ac.uk; rhall1@dmu.ac.uk; mjuwins@dmu.ac.uk
Mike Uwins
Affiliation:
Music, Technology and Innovation Research Centre, De Montfort University, The Gateway, Leicester LE1 9BH, UK E-mail: llandy@dmu.ac.uk; rhall1@dmu.ac.uk; mjuwins@dmu.ac.uk
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Abstract

This articles sketches the history, vision and implementation of the ElectroAcoustic Resource Site 2 (www.ears2.dmu.ac.uk), also known as the EARS pedagogical site. EARS 2 was originally intended to act as a miniature version of the original EARS site (www.ears.dmu.ac.uk), created specifically for young people, thus a site introducing vocabulary and relevant publications. However, after careful consideration, it proved much more valuable to create an entire pedagogical environment introducing primarily, although not exclusively, children aged 11 to 14 to electroacoustic music in terms of its concepts, repertoire and creative practice. The Compose with Sounds software (www.cws.dmu.ac.uk) package has been specifically developed for this initiative and is introduced in this article along with the EARS 2 project. The contextual discussion focuses on the issue of making innovative music accessible to inexperienced audiences, and includes a discussion of the project goal of enhancing learning through technology behind this new initiative.

Type
Articles
Information
Organised Sound , Volume 18 , Special Issue 2: Best Practices in the Pedagogy of Electroacoustic Music and its Technology , August 2013 , pp. 108 - 123
Copyright
Copyright © Cambridge University Press 2013 

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