Using Digital Music Production as a Culture Catalyst

Using Digital Music Production as a Culture Catalyst

Emery Kidd (Alabama State University, USA)
DOI: 10.4018/978-1-7998-5808-9.ch008
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Abstract

Digital music production is an invaluable marketing tool for entrepreneurs and academic institutions alike. Digital music production can universally cultivate academic success and foster entrepreneurial leadership. Using technological advances in inexpensive digital audio workstations, educators can produce educational content from student expression. Educators can encourage entrepreneurs by facilitating a creative culture within the academic environment. Entrepreneurs can promote a culture willing to support entrepreneurial pursuits by attracting target audiences to the entrepreneur's products' culture. The benefit of royalty payments from entrepreneurial endeavors solidifies an estate for the producer. Additionally, academic institutions have an opportunity to capitalize on the educational benefits of cultural inclusion associated with student self-expression while teaching skills that will benefit the student and institution alike.
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Introduction

The modern student is subject to antiquated teaching methods that routinely ignore the general public's technological advances. The integration of music in the learning routine is usually abandoned after the primary years of instruction. The opportunity for students to create learning materials for future students is non-existent in general educational policy. Gross-Loh (2016) revealed that:

Today, the shape of the lecture is evolving, due in part to decades of research showing that students tune out after 15 minutes. Many instructors report doing a hybrid sort of lecture: mini-lectures interspersed with discussion and the liberal use of multimedia and online resources.

Although the academy is increasingly reliant on digital media creation in the learning process, digital media creation's skills and career benefits are often overlooked. Digital music production can universally cultivate academic success and foster entrepreneurial success.

Digital music production is not expensive. Several software applications are free to download from the internet, making digital music production a skill that anyone can learn. Music production studios have historically cost hundreds of thousands of dollars to create while the common citizen has the ability to access the same tools for pennies on the dollar. There is no need to hire a string section, set up mics and have a thorough grasp of music theory to write for the ensemble. Modern music software comes equipped with countless pre-recorded samples of instruments, amplifiers, reverberation, and effects that engineers and producers of the past could only dream of having at their fingertips. Any person can now sit at a computer or cell phone and paste together pleasing sounds for enjoyment or employment.

Digital music production can be invaluable in producing competent digital professionals and has unlimited potential for a dominant role in popular culture. Rarely is the use of digital music production employed as a tool in academic achievement. Additionally, digital music production skills serve as a multi-tiered platform for entrepreneurs of any kind. Digital music in popular culture often defines the purchasing habits, vernacular and reflects many students' practices.

Schools have allocated liberal amounts of funding toward modernizing instructional technologies with occasional instruction awarded to educators on integrating these technologies into the curriculum. Technology, specifically digital music, is integrated in the curriculum as a method of reinforcing content. Rarely is digital music production used as a form of required content creation and student self-expression. According to former U.S. Secretary of Education Arne Duncan, arts education is identified as an integral component of the American education process and promotes positive social qualities for students from economically disadvantaged circumstances (A. Duncan, personal communication, August 2009).

Digital music production is a staple of popular culture, yet it rarely is included in the standard curriculum as a tool of pedagogy. YouTube has become a haven for general knowledge and entertainment connected to music. Digital music production has a tremendous opportunity to transcend from pure entertainment to being a preferred method of teaching dull subjects. The current digital environment makes music acquisition easy for anyone that has access to the internet. Imagine if a student’s favorite popular artist, or anyone with a talent in producing catchy lyrics, made a song about algebraic equations? The culture of education, career diversity, and entrepreneurship can be transformed by the inclusion of digital music production in pedagogy.

Popular music has a way of becoming stale fast. Because of the repetition and simplicity of current popular music, consumers generally get tired of hearing the same messages. Songs of love, religious themes, and holiday music seem to never get old due to its lyrical content. While today's buzz words may stay in society for a fleeting moment, educational concepts have an enduring legacy of legitimacy. Equipping students with the ability to create content that reflects the lessons in courses add to the educational process while the copyrighted material makes an estate for the creator. Accessing educational content through digital music production will remain needed by all students as love songs serve a function in life.

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