Independent, student-led recording sessions are an essential part of audio education. However, studio resources are a finite asset. Students and educators long for more studio time; administrators need to see maximum return on facility investments. While many learning models exist, pedagogy motivated by experiential learning theories can inform the design of in-studio assignments, strategically tied to specific in-class activities, which can better leverage limited studio experiences across a class population. Formal apprenticeships are a proven way for the audio student to obtain a deep practical skillset. This paper shares elements of syllabi which have been shown to improve outcomes related to audio engineering practice, achieved within the more typical curriculum model that includes on-campus, semester-long applied recording courses.
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