This paper describes preliminary research into pedagogical approaches to teach and train sound recording students using multitrack audio recordings. Two recording sessions are described and used to illustrate where there is evidence of technical, musical, and socio-cultural knowledge in multitrack audio holdings. Approaches for identifying, analyzing, and integrating this into audio education are outlined. This work responds to the recent AESTD 1002.2.15-02 recommendation for delivery of recorded music projects and calls from within the field to address the advantages, challenges, and opportunities of including multitrack recordings in higher education teaching and research programs.
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