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C. Grassie, and D.. FR. Clark, "An Integrated Approach to Teaching Electroacoustics and Acous- tical Analysis to Music Technology Students," Paper 8, (2015 August.). doi: C. Grassie, and D.. FR. Clark, "An Integrated Approach to Teaching Electroacoustics and Acous- tical Analysis to Music Technology Students," Paper 8, (2015 August.). doi:
Abstract: There is a requirement for Music Technology and Audio Engineering students to understand theoretical concepts along with acquiring practical experience in areas covering electroacoustic devices, room acoustics and measurement techniques. Traditionally, room acoustics is taught under an assumption of a high level of mathematical knowledge by the student, however, in this paper, an alternative, integrated practical approach to teaching is presented covering these discipline areas which has led to enhanced cross-curricular skills, improved student experience and increased learner attainment. The aim was to develop students’ higher-level cognitive domain skills through active experiential learning. The students captured room impulse responses and assessed their subjective qualities within a convolution reverb and from an acoustical analysis platform. Results show a general preference to experiential learning and an integrated cross-curricular approach within undergraduate study.

@article{grassie2015an,
author={grassie, colin and clark, d. fraser},
journal={journal of the audio engineering society},
title={an integrated approach to teaching electroacoustics and acous- tical analysis to music technology students},
year={2015},
volume={},
number={},
pages={},
doi={},
month={august},} @article{grassie2015an,
author={grassie, colin and clark, d. fraser},
journal={journal of the audio engineering society},
title={an integrated approach to teaching electroacoustics and acous- tical analysis to music technology students},
year={2015},
volume={},
number={},
pages={},
doi={},
month={august},
abstract={there is a requirement for music technology and audio engineering students to understand theoretical concepts along with acquiring practical experience in areas covering electroacoustic devices, room acoustics and measurement techniques. traditionally, room acoustics is taught under an assumption of a high level of mathematical knowledge by the student, however, in this paper, an alternative, integrated practical approach to teaching is presented covering these discipline areas which has led to enhanced cross-curricular skills, improved student experience and increased learner attainment. the aim was to develop students’ higher-level cognitive domain skills through active experiential learning. the students captured room impulse responses and assessed their subjective qualities within a convolution reverb and from an acoustical analysis platform. results show a general preference to experiential learning and an integrated cross-curricular approach within undergraduate study.},}

TY - paper
TI - An Integrated Approach to Teaching Electroacoustics and Acous- tical Analysis to Music Technology Students
SP - EP -
AU - Grassie, Colin
AU - Clark, D. Fraser
PY - 2015
JO - Journal of the Audio Engineering Society
IS -
VO -
VL -
Y1 - August 2015 TY - paper
TI - An Integrated Approach to Teaching Electroacoustics and Acous- tical Analysis to Music Technology Students
SP - EP -
AU - Grassie, Colin
AU - Clark, D. Fraser
PY - 2015
JO - Journal of the Audio Engineering Society
IS -
VO -
VL -
Y1 - August 2015
AB - There is a requirement for Music Technology and Audio Engineering students to understand theoretical concepts along with acquiring practical experience in areas covering electroacoustic devices, room acoustics and measurement techniques. Traditionally, room acoustics is taught under an assumption of a high level of mathematical knowledge by the student, however, in this paper, an alternative, integrated practical approach to teaching is presented covering these discipline areas which has led to enhanced cross-curricular skills, improved student experience and increased learner attainment. The aim was to develop students’ higher-level cognitive domain skills through active experiential learning. The students captured room impulse responses and assessed their subjective qualities within a convolution reverb and from an acoustical analysis platform. Results show a general preference to experiential learning and an integrated cross-curricular approach within undergraduate study.