SAE AIM111 Thinking About Audio and Music PDF

Thinking About Audio and Music Administrative Details Unit Code & Name: AIM111 Thinking About Audio and Music Unit Awards: Diploma of Audio, Diploma of Music Production, Associate Degree of Songwriting and Music Production, Bachelor of Songwriting and Music Production, Associate Degree of Audio, Bac...

Thinking About Audio and Music Administrative Details Unit Code & Name: AIM111 Thinking About Audio and Music Unit Awards: Diploma of Audio, Diploma of Music Production, Associate Degree of Songwriting and Music Production, Bachelor of Songwriting and Music Production, Associate Degree of Audio, Bachelor of Audio Award Level: AQF 5 Delivery Mode: Face to Face, Blended Responsible Course Committee: Audio and Music Course Committee Duration: 13 Weeks Pre-Requisites: Nil Unit Core or Elective: Core Unit Credit Points: 10 Learning at SAE Learning at SAE focuses on real-world industry activities. You will participate in real-world projects that develop key professional and transferable skills within your discipline. The project briefs provide specific requirements to include in your projects. SAE also helps you to be self-directed learners through online resources, reflection and giving and receiving feedback on work. To be successful, we encourage you to be actively involved in the before, during and after class activities and to collaborate with other students. Learn more in your Student Handbook. Unit Overview AIM111 Thinking About Audio and Music introduces you to creative and scholarly thinking in your discipline. By examining leading thinkers and movements in audio and music, you will develop an understanding of key practical and professional skills that will enable you to develop a deeper understanding of the industry, scholarship, and the nature of creativity. This unit forms an essential foundation for your studies and future career by fostering your skills as an independent learner and reflective practitioner. Common Unit Learning Outcomes CLO Code Learning Outcomes Demonstrate reflective practice, addressing your proficiencies, processes, and CLO1 people skills. Unit Learning Outcomes LO Code Learning Outcome LO1 Analyse creative media works using critical concepts and approaches. Communicate information and ideas through audiovisual, written, and verbal LO2 formats, supported by scholarly and creative practices. LO3 Construct well-supported arguments giving attribution to credible sources. Student Workload The learning outcomes in this unit can be achieved in approximately 120 hours over 13 weeks. Learning activities will normally include: face-to-face learning on campus or online, self-paced online learning, research and investigation, practising skills, completing assessment tasks, working with fellow students, self-directed study and transferable skills. Weekly Overview Week Topics Projects 1 Music and Technology 2 Influences on Music Making 3 Music & Audio as part of Popular Culture  4 Genre Hopping and the Evolution of a Sound 5 The Artist and their Audience 6 Cliches in Sound Production and Music Project 1 Due. 7 Project Week 8 What is popular music & where did it come from? 9 Music in film - providing an emotional underscore 10 Sound Design for Picture Augmented technologies & AI in music, sound and spoken 11 word The Audio/Music industry and you Part 1: Developing 12 Project 2 Due. Momentum The Audio/Music industry and you Part 2: 13 Opportunities! Holistic Assessment At SAE, assessments encourage students to investigate solutions to real-world problems and construct knowledge from inquiry-based processes and collaborative activities. Your facilitator will assess your projects and reflections holistically throughout the unit. 1. To achieve a pass: All projects must be submitted to be eligible for a Pass grade in the unit overall. All learning outcome requirements in each project brief, including associated reflections, must be met. 2. Grades above a pass: Once the pass threshold for a project has been met, the standard of the project and associated reflections will be holistically assessed (Pass, Credit, Distinction and High Distinction). 3. Unit Grade: Your final grade will be the average of your project grades. Project Grades No submission Did not submit work or submitted < 10% of the project and reflections. Submitted the project with significant project components missing and/or Insufficient Evidence no reflections submitted. Does not adequately address the project brief. Unsatisfactory Unsatisfactory or incomplete assessment components and/or submitted  late without special consideration. Did not meet all learning outcome requirements. Submitted the project with reflections. Addressed the project brief and met Pass all Learning Outcome requirements. Holistic assessment of transferable skills at satisfactory standard. Submitted the project with reflections. Addressed the project brief, met all Credit Learning Outcomes and exceeded requirements for at least one Learning Outcome. Holistic assessment of transferable skills at good standard. Submitted high-quality project with reflections. Addressed the project brief Distinction and exceeded most Learning Outcome requirements. Holistic assessment of transferable skills at very good standard. Submitted outstanding project with reflections. Addressed the project brief High Distinction and exceeded all Learning Outcome requirements. Holistic assessment of transferable skills at excellent standard. Late Submissions & Special Consideration If you have questions or difficulties with the assessments, speak to your facilitator as soon as possible. To request an extension or alternative assessment, use the Special Consideration form. Requests for special consideration must be lodged before or on the due date of the project or assessment. Applications made after the project due date will only be considered in exceptional circumstances. Projects submitted late (within 2 weeks) without special consideration will be graded as ‘unsatisfactory’ with feedback provided. Projects submitted late (after 2 weeks) without special consideration will be graded as ‘insufficient evidence’ with no feedback provided. Assessment Re-mark If you believe your project grade does not reflect your performance, as measured against the deliverables and learning outcome requirements in the project brief, you can apply for a re-mark. Please refer to the Assessment Re-mark Guidelines and submit a written application explaining the grounds for the re-mark to the Unit Coordinator or academic overseeing assessment within seven calendar days after the release of the project grade. Academic Integrity Academic integrity means acknowledging and crediting others' ideas, including AI tools, you include in your work. AI tools must be used ethically and responsibly. Inappropriate use of AI tools is considered a breach of academic integrity. The Project briefs in this unit guide provide info on how AI may be used. The SAE Library provides guides on citations, including AI: APA7 Basics Statement on the use of Generative Artificial Intelligence tools at SAE Projects and Reflections Projects at SAE focus on real-world projects that develop key professional and transferable skills for your discipline. Projects include reflection tasks and reflective practice, essential for helping you develop your technical skills by learning how to adapt, respond, and learn from others. They enhance your ability to receive and act on constructive feedback. Many of your projects will include a reflective requirement and give you the opportunity to demonstrate your transferable skills. The project briefs in this unit guide provide all requirements to achieve the learning outcomes. Group Projects: Some projects are completed in groups. All group members must read and understand the Group Work Agreement before undertaking group work. Project 1 Brief AIM111.1 Creative Connections Due End of Week 6 Group / Individual Project Individual Artificial Intelligence Level 3: AI-Assisted Editing Usage Brief: The media you love can significantly influence what you create. If you examine who and what has influenced you, and apply research to find out more about who and what has influenced them; you can see yourself as a part of the wider creative world. Project Goals: To research the people who inspire you and uncover how their influences connect, creating a simple visual and written overview of these connections and exploring one key inspiration in detail. Steps to Follow: Use the Project Documentation template to show the connections between all influences. Clearly label each section and use APA7 in-text citations and references throughout. 1. Who are your inspirations?: Choose two (2) inspirations and explain how their creative aspects (style, themes, or technology) resonate with you and influence your ideas (60 words minimum each).  2. Who are their influences?: For each of your inspirations, research a three (3) people or works that influenced them, explain how, and cite your sources using APA7 citations (60 words minimum each). 3. Explore one influencer in depth: Write a response to the question: "Why is this artist significant/influential, and how has their work impacted the creative industries and you?" Support your response with research, examples, and APA7 citations. (400-500 words) 4. Reference List [LO3]: Compile a complete reference list, ensuring full references to all in-text citations are included in APA7 format. 5. Reflect on Your Work: Write a 300-400 word final reflection, appraising: your work, challenges, and future goals as prompted in the project documentation template. Deliverables: What to submit to Campus Online: Submit your Project Documentation as a single PDF. Ensure all links submitted within the project documentation are shared with [email protected]. How your project will be graded Learning Outcomes Requirements CLO1 Demonstrate Project completion reflection addresses: reflective practice, addressing your How you appraised the overall success of the project proficiencies, processes, What obstacles you faced and how you overcame them and people skills. How you will improve your skills for future projects LO1 Analyse creative media works using critical Draw on different perspectives, such as Socio-Political, concepts and Technological, Genre, or Emotional, to explain how various factors approaches. shape and inform your ideas and creative approach. LO2 Communicate information and ideas Use clear and accurate language and visuals that align with the through audiovisual, brief. written, and verbal Use written, verbal and/or audiovisual elements to effectively formats, supported by communicate your research. scholarly and creative practices. LO3 Construct well- supported arguments Research an influential person or topic to form an argument that giving attribution to addresses an academic question. credible sources. Use credible sources to support your claims, ensuring all references are properly cited in APA7 format. Project 2 Brief AIM111.2 Emotional Intelligence Due Week 12 Group / Individual Project Individual or group Artificial Intelligence Usage Level 3: AI-Assisted Editing Brief: As an audio or music practitioner, you’ll work across various media, such as film, games, animation, or performances, where sound design and music interact with other elements to communicate narrative and evoke emotion. Understanding this interplay can assist you in creating impactful work. Project Goals: To research and identify techniques of emotion in sound design and/or music. To create a 1-2 minute multimedia piece combining visual media with original audio to elicit a specific emotion. Steps to Follow: Use the Project Documentation template to organise your work and outline your process. Clearly label each section and use APA7 in-text citations and references throughout. 1. Research and Sound Design Plan [LO3]: Research academic sources, identifying techniques used in sound design and/or music that elicit emotions from the audience. Write a statement to present your research. Support your argument with at least one journal article and two credible sources (300-400 words). 2. Media and Emotion Discussion [LO1]: Outline how you will apply chosen techniques to convey a particular emotion in this project. Discuss your intended impact on the perception of the media and the audience (100-200 words). 3. Create Multimedia Piece [LO2]: Create a 1-2 minute multimedia piece that combines original sound or music with your visual medium to convey the emotion identified in your Media and Emotion Discussion. 4. Reference List [LO3]: Compile a complete reference list in APA7 format, ensuring full references to all in-text citations are included. 5. Reflect on Your Work [CLO1]: Write a 300-400 word reflection: Give examples of your work's strengths and limitations and comment on future projects using the prompts in the project documentation template. Deliverables: What to submit to Campus Online: Project Documentation saved as PDF Ensure all links submitted within the project documentation are shared with [email protected]. How your project will be graded Learning Outcomes Requirements Project-completion reflection addresses CLO1 Demonstrate reflective practice, How you appraised the overall success of the project addressing your What obstacles you faced and how you overcame them proficiencies, processes, How you will improve your skills for future projects and people skills. Explain how your chosen emotion and visual medium align and LO1 Analyse creative influence the portrayal of the media and its impact on audience media works using critical perception. concepts and Demonstrate thoughtful consideration of how the emotion and approaches. visual medium interact, and how this choice enhances emotional impact and audience engagement. LO2 Communicate information and ideas through audiovisual, Produce original sound to intentionally match and/or contrast audio written, and verbal emotion to visual material for a multimedia work. formats, supported by scholarly and creative practices. Create a plan outlining your intent, applying research from multiple LO3 Construct well- sources to select and explain techniques for your multimedia supported arguments project. giving attribution to Use credible sources to support your claims, ensuring all credible sources. references are properly cited in APA7 format. Learning Outcome Map Project Starts Deadline Learning Transferable Graduate Outcomes Skills Attributes  Project Starts Deadline Learning Transferable Graduate Outcomes Skills Attributes 1, 2, 3, 4, 5, 6, 1, 2, 3, 4, 5, 6, CLO1, LO1, Project 1 Week 1 Week 6 10 LO2, LO3 7 1, 2, 3, 4, 5, 6, CLO1, LO1, 1, 2, 3, 5, 7, 13 Project 2 Week 8 Week 12 LO2, LO3 7 Required Readings Bogost, I. (2015). How to talk about videogames. Minneapolis: University of Minnesota Press. Byrne, D. (2012). Technology shapes music: Analog. In How music works (pp.81-122). Edinburgh, UK: Canongate Press. Carse, J.P. (1986). Finite and infinite games. New York, NY: Free Press. Chion, M., Gorbman, C., & Murch, W. (1994). The Audio-visual contract. In Audio-vision: Sound on screen (pp. 3-137). New York, NY: Columbia University Press. Collins, K. (2008). Gameplay, genre and the functions of game audio. In Game sound: An introduction to the history, theory, and practice of video game music and sound design (pp.123-136). Cambridge, MA: MIT Press. (pp.124-182). London, England: Continuum International. Kassabian, A. (2013). Introduction. In Ubiquitous listening: Affect, attention, and distributed subjectivity. Marshall, L.,& Rowland, F. (2006). Using libraries and other information sources. In A guide to learning independently (4th ed., pp. 113-131). Frenchs Forest, Australia: Pearson Education. Berkeley: University of California Press. SAE Institute. (2011). Qantm/SAE academic essay style guide: APA 6th edition. Retrieved from SAE Institute Campus Online site. SAE Institute. (2021, September 18). Academic policy: Academic integrity. Retrieved from https://navitas.sharepoint.com/:b:/s/public/EQdlIVDxIhtGjtJwPIl70ZIBiAXG22BLstnW3mueojFEQA? e=OBoEC0 Shakhovskoy, J., & Toulson, R. (2015). Future music formats: Evaluating the 'Album App'. Journal on the Art of Record Production, 10(1). Retrieved from http://arpjournal.com/future-music-formats-evaluating- the-album-app/ Zagorski-Thomas, S. (2014). Sonic cartoons. In The musicology of record production. Cambridge, England: Cambridge University Press. Recommended Readings Ashby, A. M. (2010). Absolute music, mechanical reproduction. Berkeley: University of California Press. Bellman, J. (2007). A short guide to writing about music. New York, NY: Pearson Longman. Bridgett, R. (2011). Cinematic production & creative process in Video game audio: Collected publications 2000–2010. San Francisco, CA: Blurb Books. Bridgett, R. (2013). Game audio culture. San Francisco, CA: Blurb Books. Chion, M., Gorbman, C., & Murch, W. (1994). Audio-vision: Sound on screen. New York, NY: Columbia University Press. Collins, K. (2008). From Pac-Man to pop music: Interactive audio in games and new media. Aldershot, England: Ashgate. Cottrell, S. (2003). The art of reflection. In Skills for success (pp.188–216). New York, NY: Palgrave. Cottrell, S. (2005). Critical, analytical writing: Critical thinking when writing. In Critical thinking skills (pp. 167–182). New York, NY: Palgrave. Kramer, L. (2011). Interpreting music. Berkeley: University of California Press. Payne, E., & Whittaker, L. (2006). Learning to learn: Developing essential study skills (2nd ed.). Harlow, England: FT Prentice Hall. How to reference using APA 7 style AI Assessment Scale Description Application in Creative Level & Category Activities Industries Suitable for projects requiring personal Activities: sketching, Students do not use AI expression, original hand-drawing, analog Level 1 - No AI tools in their creative craftsmanship, or the photography, live process. demonstration of performance, in-person foundational creative critiques. skills. Level 2- AI-Assisted AI is used for Useful for concept Activities: collaborative Idea Generation and brainstorming and development, mood brainstorming, creating Structuring organising ideas, but boards, and initial drafts project outlines, mood final creative work must in design, writing, or boards, AI-assisted be original and human- multimedia projects, research for inspiration, authored. developing effective framing feedback for feedback language. peers constructively. Beneficial for polishing content such as graphic design, music Activities: correcting Students use AI for Level 3- AI-Assisted production, or film grammar/spelling in refining, editing, or Editing editing. AI assists with scripts, adjusting image enhancing their creative technical adjustments, filters, fine-tuning sound outputs. but the creative vision mixing, visual editing. remains human- directed. Encourages exploration Activities: AI-generated AI tools are integrated of AI as a collaborative visuals or music, into specific aspects of partner in tasks like comparative analysis of Level 4- AI-Enhanced creative projects, with generating visual AI vs. human work, Creative Task students critically effects, automating critical evaluation of AI- Completion evaluating AI outputs repetitive tasks, or generated content, and integrating them experimenting with blending AI outputs with into their work. generative design. human creativity. Activities: co-creating Suitable for with AI (e.g., generative AI is fully integrated experimental projects art, AI-driven music Level 5- Full AI throughout the creative where AI plays a central composition), real-time Integration process, allowing for role, pushing boundaries collaboration with AI deep exploration and of creativity and tools, iterative feedback innovation. exploring new mediums loops, AI as a creative or methods. tool in producing final projects. Perkins, M., Furze, L., Roe, J., & MacVaugh, J. (2024). The artificial intelligence assessment scale (AIAS): A framework for ethical integration of generative AI in educational assessment. Journal of University Teaching and Learning Practice, 21(06). https://doi.org/10.53761/q3azde36