Research & curriculum development project

Technology Enabled Creative Music Making: Targeting Future Work Skills 2020 in Music Technology Curriculum Redesign



This project draws upon Future Work Skills 2020 (Davies et al. 2011) to rethink the integration of music technology within the School of Music at the University of Queensland, applying an Iterative and Cyclic Model of Music Creation Interrelationships to music technology curriculum design so that Music graduates can better target the Ten Skills for the Future Workforce (2011, 8-12). Music technology classes were restructured from a lecture- based model focused on twentieth century recording studio practice, to a flipped classroom model focused on interactive creative music making in the twenty-first century. This enables students to develop skills applying mobile, online and desktop computing technologies to music making scenarios that incorporate both music composition and performance practices. By teaching musicians how to apply technology in a flexible and adaptive way, they gain experience transforming their musical skills across a variety of contexts and mediums relevant to careers in the music industry, media, community arts and education sectors. As part of this project, the pedagogical approach was evaluated for its effectiveness and transferability to other practice-centred disciplines within the tertiary sector. A key outcome of this project was program-level change within the School of Music, leading to the establishment of Major and Minor program sequences in Popular Music and Technology which commenced in the 2017 academic year at the University of Queensland.


Further links:

University of Queensland – Program launch interview. 

University of Queensland - Ableton University Tour and iPad Ensemble interview. 

Project Team

Lead Researcher / Program Designer: Dr Eve Klein

Research Assistant: Dr James Cox

UQ Touch Ensemble Director: Dr Chris Perren

Teaching Staff: Dr Eve Klein, Dr Chris Perren and Dr James Cox. 


Project Funding

This project was supported by a Technology Enhanced Learning Grant from the Institute for Teaching and Learning Innovation, the University of Queensland. 

Additional research support was provided by the School of Music, University of Queensland.