Sliding curriculum to support open elements of learning

I once had a three-month-long experience with an analogue audio workstation, but my dealing with DAWs was sporadic, hardly more that three or four hours in total. I have plans to further study Rosegarden, MusE, or perhaps some other DAW/sequencing tools. Frankly, the plans are unaffected by the current class, and I still need to master some keyboard first. I have already been forced to study rudiments of LilyPond to facilitate my study of music.

I am sure that skills required for DJ-producing are many and should be excelled to have production of satisfactory quality. I am not so sure that the skills are universal musical skills though.

My experience shows me that learning has been more and more “open” in the sense of David Price. But I am not so sure the process is entirely positive. In fact, we are forced to learn more and more openly, for the vast horizon of contemporary learning just cannot be covered with traditional subject/discipline-based curricula. Nobody was ready to deliver a course on music cryptography to our professor (to borrow an example from his recent lecture), and if he is ready to read the class now, there may be sporadic demand to many others, equally specialized and dedicated.

What I’d personally prefer to see in the nearest future, especially in high/secondary school, is a kind of “sliding curriculum” constantly adapting itself to the needs of learners engaged in project, case studies etc.

I am not so sure I am competent to judge prospects of BLs in music education and vice versa, for I am not a professional and even not an educated amateur in the area of music education, sorry.

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