Tradition and Transformation: Addressing the gap between electroacoustic music and the middle and secondary school curriculum
Bibliographic record
Abstract
Given the growing acceptance of information and communication technology (ICT) as integral to today's middle and secondary school classrooms, electroacoustic music would seem on the surface to be a central feature of the music curriculum. However, models that approximate actual practices of electroacoustic music in the classroom are rare, with many schools focusing squarely on ICT, either as tools to facilitate traditional musical contexts or to explore innovative uses of that technology. Also, with the exception of some notable recent developments, there are few initiatives to bring middle and secondary students, or their teachers, into contact with the practices of electroacoustic music communities. The purpose of this article is to explore this problematic gap between the education and electroacoustic music communities in an attempt to identify some of the issues that lie at the foundation of an effective curriculum. The position taken is that these foundational matters need to be addressed prior to any discussion of ‘best practices’ for middle and secondary electroacoustic music education.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.007 | 0.015 |
| Scholarly communication | 0.009 | 0.006 |
| Open science | 0.002 | 0.012 |
| Research integrity | 0.002 | 0.005 |
| Insufficient payload (model declined to judge) | 0.005 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".