Queen’s University Centre for Educational Development
Case Study: Active and Interactive Learning at Stage 1
Title
Studio Techniques
Context
Studio Techniques is one of the four core modules at Level 1 of the BSc Music
Technology and Sonic Arts programme. It provides core skills for subsequent audio
engineering work at Levels 2/3. It is an optional module for other students with
pathway pre-requisites (e.g. Music / Film students). There are typically 40-50
students enrolled on the module per year.
School/Subject
Creative Arts
Degree Programme
BSc Music Technology and Sonic Arts
Module
MTE1009 Studio Techniques
MTE1009 is a pre-requisite for MTE2009 Recording Techniques 1 / MTE2019
Recording Techniques 2 / MTE3009 Recording Technologies
Learning environment (eg. lecture, tutorial, lab., field work)
Lecture / tutorial (small and large group)
Preferred room type
Various – large listening space (Sonic Lab), SARC BSc Computer Suite, 2 studio
spaces (SARC building)
Timetabling of session
1hr lecture per week. 1 hr tutorial per week. Full year module
Activity
What do you do? (content, assessment etc.)
The module provides grounding in the operation of core components of the electronic
sound studio. Students learn about the nature of analogue and digital audio signals,
signal flow, analogue and digital audio interconnections, analogue and digital audio
mixing consoles, and audio signal processing. Students develop technical listening
skills in identifying aspects of tonal manipulation, control of dynamic range, acoustic
context, stereo image, and related signal processing techniques.
In 1hr weekly tutorials students are given hands-on instruction in the use of studio
technology across a range of studio installations. Students are also instructed in the
use of industry standard software (Avid ProTools) for recording, editing and
processing audio.
How do you do it? (method including tips)
Lectures are used to teach core concepts and present listening materials illustrating
the audible effects of a range of audio processing techniques.
Small group tutorials are used to demonstrate and instruct in the use of studio
hardware.
Large group tutorials are used to demonstrate and instruct in the use of digital audio
workstation software.
Site visits to additional studio installations (Sonic Laboratory, Mandela Hall) are used
to reinforce instruction in operation of studio hardware.
Why do you do it that way?
The module aims to equip students with the necessary practical skills for using audio
hardware and software in a variety of studio installations (both internal and external).
‘Hands-on’ practical experience is essential for acquiring these skills.
The development of critical listening skills is essential for subsequent degree work in
sound engineering. It also provides a framework for the practical use of studio
technology illustrating to students how and why technology is used for the
manipulation of audio recordings. The Sonic Lab is a world class performance space
and is an ideal environment for these large group listening activities
Technology (if any) used to support activity (brief description)
Audio hardware (mixing consoles, effects processors, microphones etc.)
Audio software (Avid ProTools)
Data projection and audio for lecture delivery of powerpoint presentations
Evaluation/Reflection/Outcomes
How do you know it works? (measures you adopted, student feedback outcomes,
staff feedback)
Student feedback, external examiner reports, student performance
Challenges/Issues/Problems
The studio spaces used for the delivery of the studio hardware tutorials can
comfortably accommodate up to 5-6 students. This necessitates running multiple
tutorials which requires additional teaching assistance.
A particular challenge is finding the best way to encourage all students to engage
regularly in practical studio work and the development of critical listening skills.
Advice and Tips
Looking forward
I would like to expand the library of listening materials beyond the content currently
provided in weekly lectures to allow students to develop listening skills on a regular,
weekly basis. This expanded library could also form the basis of weekly / bi-weekly
listening exercises to be completed throughout each semester which could contribute
to a small proportion of the overall module assessment.
I would also like to investigate the use of electronic voting systems in class to allow
for more student participation when making comparative assessments of audio
processes.
Support Material (please upload/attach or give URL)
References (if available)
Contact Details
Chris Corrigan x4830
c.corrigan@qub.ac.uk