Impacts of sequencing existing music using a digital audio workstation on creating original music

Abstract

The English A-level assessment system between 2000 and 2018 was a modular design split in two: the AS year and the A2 year. The music technology A-level had three coursework tasks, including a ‘sequenced realized performance’ (SRP) where students recreated songs in a digital audio workstation (DAW). The Department for Education (DfE) introduced more rigorous GCSE and A-level specifications throughout 2016–19 to raise standards, and there was a clearer emphasis on examined components and a move away from coursework-based assessments. As part of this, the SRP task was removed from the assessment. In response, the research question of this article is: what do students learn about composing and production when sequencing non-original music? Findings suggest recreating existing music embeds better critical listening skills, which then feed back into students’ own productions. It also teaches the technical aspect of learning how a DAW works and common contemporary techniques used within one.