This presentation focuses on a multimedia ensemble that created live music and sounds (acoustic and digital) to live video games. The session explores the successes, failures, and musical problems experienced within the ensemble as well as the specific software and hardware used by the ensemble. The session concludes with a discussion on future ensemble possibilities for music and sound with multimedia experiences.
Read MoreThis interactive session explores modding the music and sound of video games. The session begins with a brief presentation on software and hardware modifications that can be done to create music and sounds within and through video games. Following the brief presentation, we will begin modding the music and sounds of the video game Left 4 Dead 2 by finding and/or recording new music and/or sounds for the game. The session will end with a discussion on what could be learned in a project like this and how it can be implemented in the settings we facilitate in.
Read MoreThis session is on how the K-8 technology classes I worked with evolved beyond linear coding, to arts-based programming projects. The session discusses the rationale behind moving away from puzzle programming into project-based programming, as well as how the arts fostered creativity and innovation in learning how to code. Video footage from actual classes will be used to demonstrate some of the affordances and constraints of this approach.
Read MoreThis presentation will discuss how aspects of participatory culture can be fused together with inquiry-based learning in online learning environments. The presentation will focus on utilizing collective-intelligence to create rhizomatic learning spaces that can treat course objectives and/or materials as platforms for inquiry that are modeled after relevant practices.
Read MoreThe purpose of this exploratory study was to investigate correlations of obsessive-compulsive traits, amount of hours practiced, and music scholarships. Participants included 150 undergraduate and graduates students who were attending a school of music located in the southwest region of the United States. Participants completed an online questionnaire which included inquiries related to demographics, music scholarships, average amount of time practiced, obsessive-compulsive traits, and whether they had been diagnosed in the past by a medical professional as having an obsessive-compulsive disorder. Findings indicate statistically significant correlations between obsessive-compulsive traits and amount of hours spent practicing. While there were limited statistically significant correlations between obsessive-compulsive traits and music scholarships, 88.89% (n = 9) of those diagnosed with Obsessive-Compulsive Disorder and 100% (n = 2) of those diagnosed with Obsessive-Compulsive Personality Disorder were currently on or previously received music scholarships. Findings also indicate a positive correlation between the average amount of time spent practicing and music scholarships.
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