Engaging Diverse Cohorts in Music Production: Insights from POST—

Parker, Will ORCID: https://orcid.org/0009-0003-9967-0169 and Lamb, Johny ORCID: https://orcid.org/0000-0001-7654-1004 (2024) Engaging Diverse Cohorts in Music Production: Insights from POST—. In: Perspectives on innovation in music production education (BOOK 2). Perspectives on Education in Audio and Music Production . Routledge, London, UK. ISBN TBC (Submitted)

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Abstract / Summary

POST— is an experimental electronic music project operating primarily from Falmouth University in the UK. It facilitates collective music-making for instrumental players, producers, and technologists. The aim of the project is for students to develop an embodied, haptic relationship with music technology and enhance their skills in listening and presence. By rejecting screen-based technology in favour of hardware instruments, POST— challenges individualised production workflows. Instead, it prioritises physicality and gesture, moving beyond quantisation and automation to cultivate a performance-led, real approach to electronic music production.

Designed to accommodate students of diverse musical backgrounds and experience levels, POST— offers an inclusive, non-hierarchical learning environment. This aligns with broader critiques of formalist music education, as explored by Scruton (1997), Regelski (2004), Woodford (2005), and Allsup (2010), who highlight the elitism and rigidity of traditional models. In contrast, POST— promotes exploratory, participatory learning, ensuring that all students —regardless of background or technical ability—can meaningfully contribute to the group. Through its focus on performance-led production and group agency, POST— offers an alternative pedagogy for music education, redefining how students interact with technology. This chapter details the accessible teaching strategies developed for the project and examines the co-creation and production of the first POST— album.

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