Class Discussion: Creative Scenario Workshop from IMP203

Curriculum Integration Statement

Every person deserves equal treatment and acceptance, regardless of their race, gender identity, or non-binary gender. It's crucial for everyone to have access to basic needs like food, water, shelter, safety, and cultural respect. Recognizing privilege and understanding its impact on others is a necessary step toward equity. The health of the planet must be prioritized, with gratitude extended to those who have protected it for generations. Honoring the treaties that permit use of the land is a matter of integrity and respect. These values support the development of educators who are generous, open-minded, and committed to building non-transactional relationships between teacher and student.

Setting the Context

Music creation provides an excellent platform for fostering an educational environment that transcends the traditional teacher-student dynamic. By emphasizing holistic teaching methods such as experiential and observational learning, as well as sharing circles, we can create an environment that challenges students' skills while encouraging artistic expression within an inclusive environment. The submissions from students serve as a foundation for class discussions, helping to develop critical listening skills and collaborative ideas. This approach nurtures a safe and inclusive environment, all while drawing inspiration and adhering to the C.I. mission statement.

Activity

Title: Collaborative Listening & Critique

Overview: Each class session features a practical challenge or scenario designed to push students’ creativity within specific boundaries. Students then present their musical responses to the challenge, followed by a structured open discussion. The class emphasizes constructive feedback, active listening, and a supportive learning environment.

Objectives:

• Encourage creative problem-solving through musical constraints.
• Develop critical listening and peer critique skills.
• Foster a collaborative and inclusive classroom culture.
• Provide space for practical application of MIDI and production techniques.

Format:

1. Scenario Introduction (5–10 min):

Instructor presents a creative challenge (e.g., "Create a one-minute loop using only percussion samples" or "Compose a track using only one synth plugin" or “write a song up to the first chorus that includes a minimum of three software instruments and two audio tracks).

2. Creation Period (out-of-class or in-class work):

Students prepare their short composition before the next session (or within a set time if in-class).

3. Playback & Presentation (30–40 min):

Students present their tracks to the class, optionally explaining their approach and challenges.

4. Group Critique (30–40 min):

The class discusses each piece:

• What worked well?
• What could be improved?

Summary