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USING DIGITAL TECHNOLOGIES IN MUSIC INDUSTRY EDUCATION

RENETA P. BARNEVA

State University of New York at Fredonia,

280 Central Ave., Fredonia, NY 14063

reneta.barneva@fredonia.edu

KAMEN KANEV

Shizuoka University

3-5-1 Johoku, Naka-ku, Hamamatsu 432-8011, Japan

kanev@inf.shizuoka.ac.jp

STUART B. SHAPIRO

State University of New York at Fredonia,

280 Central Ave., Fredonia, NY 14063

stuart.shapiro@fredonia.edu

 

ABSTRACT

Music Industry is a relatively new bachelor degree offered only by a few institutions. However, it is gaining momentum, attracting an increased number of students. The development of digital technologies significantly changed the way music is produced and listened to, as well as how musical events are organized, artists are promoted, and marketing and ticket sales are performed. Thus, the Music Industry students have to be acquainted with the digital technologies and the opportunities they offer, and be able to use them in their future career. As in every emerging discipline, a challenge in the Music Industry program is the lack of textbooks and other educational materials. In addition, digital technologies develop so rapidly that it is impractical to write a traditional textbook. In this paper, we discuss the digital technologies that are included in the Music Industry program at SUNY Fredonia and what kind of related projects are assigned to our students. We hope that the information will be useful not only to Music Industry educators, but also to educators in other disciplines willing to make their students aware of the latest trends in digital technology applications.

Keywords: Music industry; Digital marketing; Data analysis; Technology for music composition; Event planning

INTRODUCTION

 

Music Industry (sometimes referred to as Music Business) is a relatively new discipline offered by higher education institutions at the baccalaureate level. Students seeking this degree come from a wide variety of backgrounds, with a wide variety of intentions as to how they will employ their degree. For example, among these students will be found: musicians; music producers; those seeking to run a venue; prospective artist managers; live sound engineers; event promoters; publicists; copyrighters; journalists; booking agents; social media managers; and those seeking to own or work for a record label.

Within the context of this discipline, education concerning digital technologies is twofold – encompassing both a broad exposure to topics concerning how the technology is changing the industry, and the hands-on use and operation of the technology itself, including using digital tools in the classroom.

Music Industry is a relatively rare program, offered to date by only a few universities. For example, in one of the largest university systems in the United States – the State University of New York (SUNY) with 64 campuses – there are only two campuses that offer it at baccalaureate level – SUNY Fredonia and SUNY Oneonta.

As Music Industry is interdisciplinary in nature, the approach to it, and respectively its housing, also varies: it may be hosted in a School of Arts and the corresponding degree would be in arts, or it may be hosted in a School of Business in which case the graduates are granted a Bachelor of Science degree. The programs, and consequently the technological aspects covered, may slightly differ in these two approaches.

This paper considers some of the most important digital technologies currently employed in Music Industry education, with recommendations for inclusion in various Music Industry courses, and the provision of real-life experience to enhance the students’ Music Industry education. We believe that the paper would be useful for educators and administrators in Music Industry from different perspectives:

• From the curricular point of view, it provides information on the topics to include and in what courses.
• From the standpoint of the administration, it gives ideas about the skills the instructors should have, which could be used for job descriptions or interviews, as well as for providing professional development opportunities to the current instructors.
• From the IT perspective, it describes the necessary software and hardware, which has to be provided for this program.

The paper may also be of interest to prospective educators and administrators not only in Music Industry, but also in related disciplines such as The Entertainment Industry, New Technologies and Society, Business Administration, and Sound Recording.

The article is structured as follows: in the next section we consider the change in the Music Industry in the digital era. Then we describe in detail the types of digital technologies – marketing and publicity, music recording, composition and performance, data analytics, decision making and machine learning, and event and facility management – and the courses in which they could be studied. Finally, we conclude with a discussion of plans for future work.

 

 

MUSIC INDUSTRY CHANGES IN THE DIGITAL ERA

 

There is always going to be public demand for music, as there has been for hundreds or even thousands of years. The human brain is wired to enjoy the patterns of music, so a musical beat is something we will always seek out (Matacic, 2016).  It used to be that record labels would go out and find new talent. Now it is more likely that an artist will be discovered by the public through digital technology such as YouTube, or SoundCloud, or even from friends on Facebook or Twitter (IFPI, 2018).   In other words, through the use of digital technologies, the Music Industry is changing from a model dependent upon record labels to a model brimming with entrepreneurial opportunities.

Digital streaming services, such as Spotify, Tidal, and Apple Music are becoming the norm for music listening. As internet and cellular data speeds have increased, more and more people are buying subscriptions for music streaming instead of digitally or physically purchasing music (Hernandez, 2018).  Automobile manufacturers are replacing Compact Disc players with technology that permits music to be streamed to cars, and smart speaker technology is bringing streaming audio into homes and businesses.

Spotify now permits independent artists to directly upload music to its streaming service. Recent studies have shown that as the music streaming industry grows, resultant revenue is beginning to offset the displacement of download revenue and has also resulted in a decrease in music piracy (Jenke, 2018). Studies have also shown that unknown artists who release and promote their music independently benefit from exposure provided by streaming that reaches a wider audience than they would otherwise reach on their own, further allowing them to capitalize on live performance income (IFPI, 2018).

Digitization has also shifted the balance of power within the music industry, giving more decision-making authority to consumers and musicians themselves. Under the old industry model, record labels dictated marketing efforts and the emphasis was on selling records. Now, musicians have the freedom to experiment with alternative and novel marketing methods, such as free distribution of their music, while relying on alternate avenues to generate revenue such as merchandise and live performances (Lee, 2015).

The development of digital technologies has not only significantly changed the ways music is listened to, it has changed everything from the way music is produced to how musical events are organized, artists are promoted, and marketing and ticket sales are accomplished.

It is in this overall context that Music Industry students must be exposed to rapidly developing digital technologies.

In the sequel, we describe the types of digital technologies and the courses in which they could be studied.

MARKETING AND PUBLICITY

 

Marketing and publicity are very important parts of the music industry. In the recent past these activities were accomplished through posters, newspaper advertisements, reviews of concerts/artists, publication of the monthly program of concert halls, mailing campaigns, and similar activities. Nowadays, marketing in the music industry, as well as marketing in general, is carried out mostly through digital technologies - although the offline marketing should not be underestimated. Thus, the students have to be acquainted with the tools and methods for digital marketing, advertisement and promotion. More specifically, the following elements should be included in the curriculum.

Developing of web sites, blogs, podcasts, and vlogs

 

Universities rarely offer dedicated courses on website development, except in some computer science courses where the emphasis is on the programming aspect (client side or server side), not on the design or on the specifics of the content of the web site. This is because web development is an interdisciplinary subject including elements from computer science, arts, and the craft of writing which either has to be team-taught or offered by a professional web developer. At the same time, the amount of digital content increases exponentially and consuming it has become an intrinsic part of our daily life (Fitzpatrick, n.d.). Thus, it becomes important to be able to express oneself efficiently in the digital world.

There are several free web site builders from Google Sites (accounts.google.com) to Word Press (wordpress.com) to Drupal (drupal.org) to Wix (wix.com). Most of them offer free hosting. Usually, the interface is intuitive and they do not require any technical skills. In addition, these platforms offer a wide range of templates, pictures, and music to choose from. Several of them help with the Search Engine Optimization, which is essential in marketing.

Thus, we suggest using some of these web site builders for student projects. The benefits are that the successful projects could be extended over time and gradually gain popularity by the time the student graduates. Hence, the respective course sets the foundations for students for becoming successful bloggers or podcasters.

The emphasis of this topic must be on the business model that will bring revenue, on the content development, design, artistry, and creative ideas for original and engaging visuals using psychological approaches. The students should also learn the technical details and basic terminology of creating a web site, such as reducing the size of its memory preserving the content quality, choosing appropriate keywords using Google Keyword Planner (ads.google.com/home/tools/keyword-planner) or trending hashtags using the tools Twitonomy (twitonomy.com) or Hashtagify.me (hashtagify.me), optimizing it for the search engines, creating organic content and others. They have to also learn how to shoot and edit a quality video and how to record music. There are many systems for video editing that could be used. First, the video sharing platforms such as YouTube usually have some simple video editors. They may also provide free content, such as background music. For more advanced video-editing we recommend some free software such as the currently available Blender (blender.org) or DaVinci Resolve (www.blackmagicdesign.com/products /davinciresolve). Both run on the major desktop operating systems Windows, Mac, and Linux. Blender provides the audio mixing, syncing, and scrubbing, as well as various effect, speed control, several layers and filters. It is also a very power tool for creating animation. DaVinci Resolve is one of the most advanced free video-editing systems. According to its creators, “it is the world’s only solution that combines professional 8K editing, color correction, visual effects and audio post production all in one software tool” (Black Magic Design, n.d.). The challenge is that both systems require some training as the initial learning curve is very steep.

 

Managing marketing campaigns and enhancing social media marketing

 

From traditional marketing campaigns, to e-mail marketing, to social media marketing, the students have to learn how to design brochures, to edit pictures, and appropriately utilize color combinations and fonts. While the best-known picture editing software is Photoshop (www.adobe.com/Photoshop), it is not free and not all schools can afford it. Fortunately, it has a free equivalent GIMP - the GNU Image Manipulation Program (www.gimp.org), which has similar functions and a similar interface like Photoshop, and runs on the major operating systems, but is open source and is constantly enhanced by the community. While GIMP allows for flyer and brochure creation, Canva (www.canva.com) is a more specialized option in this regard. It also provides a base of templates and pictures to choose from for various occasions. The final project can be output in various formats.

 

Preparing sales management dashboards

 

Music Industry undergraduate programs usually include one or two mandatory courses in accounting. These courses, however, are general and while some software use – such as MS Excel – is encouraged, more specialized tools for music industry are rarely provided. On the other hand, the Music Industry discipline deals with sales, and sales dashboards are essential for monitoring and reporting. While Excel allows the use of dashboards, this topic is not usually covered in the Excel university courses. Thus, we propose that, after taking a general course in accounting and a general course in MS Excel and Access, students also get acquainted with the sales dashboards, so that they will be able to choose among various metrics, connect with the data source, and become able to visualize the data in real time.

 

Courses in which the material is taught

 

It is difficult for Music Industry faculty to offer all technology-related courses. Some of the courses that Music Industry students take may be general courses on Excel, Web Programming, or Accounting offered by Computer Science, Communication, or Business faculty during the freshman and sophomore years. After that, we recommend that the above-mentioned specialized technology-enhanced topics be covered by Music Industry faculty in courses like Digital Marketing for Music Industry, Promotions for Music Industry, Concert Sales, Music Industry Podcasting, and Music Industry Video Production, with instructors who should have specialized knowledge bridging technology and music industry concerns.

 

MUSIC RECORDING, COMPOSITION AND PERFORMANCE

Music professionals employ several software systems for music synthesis, sampling and mixing. Some of them have graphic interfaces for simplified music editing. Others display virtual instruments on which to play music using a keyboard. Yet, a third very advanced group is used for the automatic composition of music and even for professional concerts with animated characters singing music.

The software available is not always appropriate for students, as sometimes it is expensive or requires specialized hardware or runs on operating systems that are not installed in the available computer labs or on the students’ devices. In some cases, the software requires technical skills that go beyond the skills the students in Music Industry have. For these reasons, we recommend possibly selecting free software, running on most of the popular operating systems and providing graphic interfaces creating a virtual space for easy communication with the user. Below we briefly describe some systems that could be used for this purpose.

Audacity (www.audacityteam.org) is the most popular system for audio editing. It comes with a set of built-in functions and is easy to use. The system is free-of-charge and runs on all major operating systems, which makes it appropriate for classroom use. Although it may not have the capacity for professional audio production, it is appropriate for students.

Guitarix (guitarix.org) is a virtual guitar amplifier, which comes with 25 built-in modules for various effects. The system is free and open sourced, which means that it could be modified. It runs under Linux only, which may not be the operating system Music Industry students are used to. Similarly, Hydrogen (hydrogen-music.org) provides a virtual drum studio, allowing the composition and editing of beats. It is also free and runs under Linux.

The system AudioSauna (www.audiosauna.com) is a virtual music studio with a built-in synthesizer, which does not need to be installed on the user’s computer, as it runs in the browser. It conveniently provides a graphical user interface and its use is very intuitive.

The company AIVA Technologies (www.aiva.ai) goes a step further, providing software that automatically composes music using the methods of artificial intelligence. Compositions could be from a selected genre or could be “influenced” by an existing score in a sense that it would have a similar emotional impact. The copyright to the music is retained by the company, if the free version is used or transferred to the user in case of commercial subscription.

Finally, Vocaloid (www.vocaloid.com/en) is professional voice synthesizer software with a number of attached packages, some of which are for creating singing characters. It is very popular in Japan and is used for commercial concerts. While we do not think it is appropriate to use this technology in the classroom, we recommend demonstrating the products that are created so that the students have ideas about the directions of the technology used in music industry.

 

Courses in which the material is taught

 

While ideally it would be good to have a dedicated course on Technology in Music Composition, we understand the challenges: the scope is very specific and lies between music and technology. It is a challenge securing instructors proficient in all types of software systems. Moreover, the computer technology currently develops at such a fast pace that the instructor has to constantly update the material.

Hence, we recommend a course which deals more generally with the trends in the music industry, in part covering the technology. An upper-level seminar course entitled Contemporary Issues in Music and the Marketplace was developed at Fredonia. Within its framework, technological trends and the related legal and ethical issues are considered. Another possible avenue for getting the students exposed to the technology systems in composition is a course on Live Sound, where the students may have projects requiring the use of software systems.

DATA ANALYTICS, DECISION MAKING AND MACHINE LEARNING

With the development of information and communication technologies, it became feasible to gather large volumes of data in every field. When applying various methods for analysis of this data, it is possible to extract meaningful insights and spot trends, and thus make predictions about future behavior and facilitate decision making (Coe et al., n.d.).

In the music industry, data analysis helps with finding the new rising star, predicting the streaming preferences for each particular consumer, optimizing the profit of ticket sales, and minimizing expenses.

There exist several software tools to help with data analysis for professionals. The most popular ones are the system Hadoop (hadoop.apache.org) and the language R (www.r-project.org). However, they are meant for computer science professionals and therefore are not appropriate for Music Industry students who have artistic rather than quantitative propensities.

Another type of tool is offered in statistics courses which, apart from the theoretical background, often provide training in SAS (sas.com), SPSS (www.ibm.com/analytics/spss-statistics-software), Mathlab and other statistical packages, which offer free or low-cost academic versions. These courses are designed for students in mathematics, computer science, and engineering and are not specialized for Music Industry students. Hence, sometimes the latter do not have the motivation for learning the theoretical foundations and using the whole potential of the statistical software. In addition, the professional versions of these software systems are often expensive and thus not affordable for free-lancers or small businesses which are generally the way music industry professionals start out.

We recommend another approach, in which data analysis skills are built upon existing knowledge. For example, all business students study the basics of MS Excel and it is installed in all computer labs on campus. Hence, we can demonstrate some additional functions for data visualization, statistics, and optimization.

Also, some general data analysis software exists for users who have no technical background.  The system Knime (knime.org) is a free, open source platform for data analytics, reporting and visualization. It provides an intuitive graphical interface through which the user indicates the operations that have to be performed on the data, selecting from a menu and placing nodes on the screen; the nodes correspond to data processing functions. Knime provides very powerful software, allowing the methods of machine learning and data mining to be employed.

The music industry often deals with social networks and interrelated entities such as musical recordings or artists. Such data is represented in the form of graphs that are difficult to be analyzed manually. Fortunately, graphs and algorithms have been well developed for over two centuries and implemented in many systems. NodeXL (www.smrfoundation.org) is one such package for Excel, suitable for analyzing models represented by graphs. It is free, open-source software and is easily comprehended by people who know Excel’s foundations.

RapidMiner (rapidminer.com) is more sophisticated software for statistical analysis, data mining, predictive analytics, and visualization. It may be used by more advanced Music Industry students.

Courses in which the material is taught

 

Ideally, there would be a course on Statistical Methods for Music Industry, which would cover practical problems for Music Industry with the use of some of the above software. Again, the challenge is that the instructor must be proficient in both – knowledge of the music industry and statistics, and it is difficult to find faculty fitting such a profile. It is feasible, however, to offer courses to all business majors that emphasize the material on the practical side rather than on the theoretical side, as the statistics courses are traditionally taught to the students in the sciences.

In a similar way, it would be appropriate to offer a course on Software Tools tailored to the needs of business students, in such a way that they learn how to represent their data and the methods to use to analyze it. At the upper-level, courses on Digital Marketing, Contemporary Issues, and Touring may have seminars on some of the topics of data analysis or projects requiring the applications of some of the systems described above.

 

EVENT AND FACILITY MANAGEMENT

Some of the career paths that Music Industry graduates choose include Tour Manager, Event Manager, Advance Person, Box Office Manager and other occupations related to event or facility management. Hence, it is crucial to prepare students for these kinds of professions. They require not only the human-related managerial skills, such as excellent communication, decision-making, problem-solving, delegation, and time management, but also first place technical skills (Corporate Finance Institute, n.d.).

Fortunately, there exist several software tools that facilitate scheduling and management of concerts, festivals, concert halls, and sales. They also allow tracking revenue and expenses.

A typical system possesses some or all of the following features:

• Performance planning
• Artist Management
• Ticket Sales
• Contract Management
• Credential Management
• Staff Scheduling
• Transportation Management
• Vendor Management
• Volunteer Management
• Customer relationship management
• Mass e-mailing
• Program, artist and concert hall schedules development, and others.

Unfortunately, event management systems are not free, but some offer a free trial; other systems, which are free, but not specifically meant for the music industry, could be adapted.

Eventbrite (www.eventbrite.com) is the most popular ticketing solution. As a web site that gets millions of hits, it also promotes the events and allows searching them. Unfortunately, the services are a little pricey and the system is limited in scope.

Weemss (weemss.com) is an all-in-one online event management system. It can be used to handle registrations and check-in, to offer reserved seating, sell concert tickets, and mass e-mailing. It provides a free trial, which is an opportunity for students to get some exposure.

Pike13 (www.pike13.com) is “mobile client management software [that] handles the details of check-in and attendance tracking, billing and recurring payments, staff payroll, reporting and more.” It has an option for a 30-day free trial.

Courses in which the material is taught

 

Distinct from the other computer systems that were discussed previously, it is not necessary to have a course that teaches this software. The systems often change and the best approach is to have some practical experience with some of them as well as to learn what features the systems offer and how to use them.

An idea about how to work with such systems could be to include the information in courses like Concert Touring and Student Record Label. As the scheduling systems are designed to handle larger events, it would be appropriate to use them in a group project for the organization of a real-life music industry event.

 

 

MUSIC INDUSTRY, TECHNOLOGY, AND OTHER DISCIPLINES

 

As it was discussed above, Music Industry emerged as an interdisciplinary field and is involving educators with various backgrounds. On the other hand, the multiplicity of the music-industry-related topics discussed in the previous sections and the technological aspects, in particular, could inspire the students from other disciplines to get interested in music industry. In fact, projects bringing together students with different backgrounds allow the formation of multidisciplinary teams for collaborative work (Kanev&Kimura, 2011; Barneva et al., 2017), view their existing knowledge from a different perspective, and easily connect the new information with the background they already have (Wicklein & Schell, 1995).

Possible avenues are listed below:

• Students in computer science could be asked to develop software for playing music. This way, they would learn about music theory, notation and composition and the software could be used by music industry students for various applications.
• Students in music could be involved in the organization of musical events and use the respective technology for planning and promotion.
• Students in accounting could do research about the tax reliefs startup music companies could use and provide respective spreadsheets.
• Students in communications could use publishing or web development software to create promotional materials for music events.

The authors have extensive experience in interdisciplinary projects involving technology and music industry, which could be used as more specific illustrations. For example, in one of our previous works (Mirenkov et al., 2009), we have studied the employment of music therapy for controlled transition between different emotional states. The reported work was confined to the employment of pieces of classical music performances but could certainly be extended to other types of music. In particular, we are considering a software system for automated creation of musical sequences capable of invoking a transition between two predefined emotional states. Such a system can, for example, be installed on a mobile device and allow monitoring the emotional state of the device owner. Based on it, the system would invoke an emotional state transition plan as a sequence of musical types and durations. Appropriate pieces of music would then be obtained from online music resources and linked together to form the musical sequence transitioning to the target emotional state. Such a system could be very helpful whenever one feels down – it would play appropriate music and the individual would start feeling better.

Music industry nowadays goes well beyond the physical world surrounding us. The intangible worlds created by virtual reality applications, for example, have spatial sound capabilities and support advanced music integration – indispensable features in education and training. With respect to this we have experimented with virtual tours incorporating spatial sound and music and providing immersive experiences through stereo viewing of 360 degree panoramas (Cohen et al., 2009). Such experiences could be further augmented by employing various tangible interface components. In our case we have used an input component implemented as a physical cylinder with a printed panorama view of the explored scene. A CLUSPI based point-and-click interface (Kanev&Kimura, 2006) was employed for direct input of the yaw and pitch angles of the stereo panorama view and for controlling a motion chair linked to the system. Users were thus provided with highly immersive experience both for the visual and spatial audio. We believe that the outlined approach could serve as a basis for a number of technology-related educational projects in the context of the multidisciplinary work we discuss.

The children are nowadays raised with sound and music enabled toys and educational games provided by the music industry. We have researched and discussed in our earlier work the different aspects of spatial sound generation for mobile devices and toys (Kapralos et al., 2015). Spatial sound and music support is also important for tabletop computers. As those devices employ a large horizontally placed presentation surfaces with touch capabilities, they require proper positioning of virtual sound sources, including music sources, as needed on the screen. We have conducted extensive research in this field attempting to determine the limits of human perception with respect to virtual and real physical sound sources (Kapralos et al., 2015; Lam et al., 2015; Collins et al., 2010). Another aspect of audio feedback is how it interacts with our other sensory channels. We have conducted some research and experiments in this area (Kapralos et al., 2019) examining the effects of sound and music on haptic fidelity perception.

We believe, therefore, that similar projects involving music industry related technologies could be integrated in the curriculum of various disciplines and spark interest among the students.

CONCLUSION

 

Initially, digital technologies were viewed as an adversary of the music industry and there were many disputes over copyright and illegal downloads. In the last years, however, this trend changed and now streaming services are widely used by the professional musicians to spread their music.

Hence, digital technologies play an important role in Music Industry professional preparation and the students must stay current with them. There is no one universal system integrating all the elements that are necessary for a music industry professional. We therefore recommend that software addressing the specific need be introduced in the appropriate course. This will provide curriculum specific instruction and real-life experience that will best prepare Music Industry graduates for the myriad music industry professions.

ACKNOWLEDGEMENTS

 

Part of the work reported in this article is supported by the 2019 Cooperative Research Project of the Research Institute of Electronics, Shizuoka University.

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Music Industry; Digital Marketing; Data Analysis; Technology for music composition; Event planning