Aprende sobre el proceso de producción de música -incluyendo la grabación, la edición y la mezcla- y sobre las herramientas disponibles para crear música contemporánea en tu computadora. Esta obra fue financiada con una donación del Banco Inter-Americano de Desarrollo con recursos del Fondo Coreano para la Reducción de la Pobreza. Las opiniones expresadas en esta obra son exclusivamente de los autores y no necesariamente reflejan el punto de vista del Banco Interamericano de Desarrollo, de su Directorio Ejecutivo ni de los países que representa. El Banco Interamericano de Desarrollo no garantiza la veracidad de la data incorporada en esta obra. Puedes cambiar el idioma en Coursera de inglés al español utilizando la página de ajustes de tu cuenta. Para cambiar los ajustes en tu cuenta de Coursera sigue los siguientes pasos: 1. Ve a coursera.org 2. En la esquina derecha superior haz click en el pequeño triángulo invertido que está a lado de tu nombre y foto. 3. Haz click en ‘Settings’. 4. Selecciona el recuadro debajo de ‘Language’ (idioma), selecciona español y salva los cambios realizados. Coursera ofrece ayuda financiera a los estudiantes que no pueden pagar los cursos y necesiten de una beca. Los estudiantes con ayuda financiera podrán tener acceso a todo el contenido del curso y completar todo el trabajo requerido para adquirir el Certificado de Coursera. La ayuda financiera solo aplica al curso en el que se aprobó la solicitud de ayuda financiera. Para aplicar haz click en la opción “Learn More and Apply” (aprende mas y aplica) debajo del menú a la izquierda.
Revisión de las tareas de tus compañeros
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Del curso dictado por Berklee College of Music
Introducción a la producción de música
166 calificaciones
De la lección
Sonido y flujo de la señal
Comenzaremos con algo de información sobre la naturaleza del sonido y la forma en la que lo percibimos. Estudiaremos los componentes necesarios para grabar audio en la computadora, con el fin de comprender los dispositivos que el sonido debe atravesar durante el proceso de producción de música.
Conoce a los instructores
Loudon StearnsAssistant Professor
Contemporary Writing & Production
The idea of peer assessment is, is kind of interesting because it gives us a
chance to reinforce our own knowledge, at the same time helping out someone else in
the community. So I've tried to structure this in a way
that there is kind of grading involved, but also free form answers so you can
really give kind of personal help to the person that you're assessing.
Now, you're going to be assessing your classmates in four different categories.
accuracy, completeness, focus and presentation.
And I'd like to look at each one of those in in, kind of in detail and see what
we're looking for in each one of those categories.
The first category is accuracy. And this is where you'll assess if your
peer was true and correct in everything they stated in their lesson.
Now, you'll be grading each one of these categories on a scale of zero to three.
So there's basically four options. And, the, the three is going to be
everything is perfect. They stated everything correctly, and
they used all the correct language. And the idea of language is really
important in this accuracy component. Because, very often, words that we use in
these topics are a little different than how they're used kind of outside of music
production. So we want to make sure that not only is
the information correct. But the language is correct and natural,
based on what we've stated in the material.
So if you're if you're giving them a perfect score of three, that means that
everything is correct in the in the material and the language was also used
in a correct, natural way. You might give a grade of of two if the
lesson material was correct but some of the language was awkward, or maybe they
used one or two wrong words or in a kind of a strange way throughout the lesson.
You might give them a one if there are major inaccuracies throughout the lesson,
and a zero if its all just completely wrong.
Now, the one great thing about this is there will always be free form answers
also. So if you are going to give any grade,
particularly if you're giving something below a three, I'd like you to to really
say why. So maybe you might say, well, I'm giving
a three, because you used loudness instead of amplitude, and we know, that
those are two different things, right, but maybe they misused those words.
That's something you can tell them in the free form answer.
The idea with the free form answer, is to help that person.
They'll be able to read these reviews, and they'll be, be able to increase their
knowledge through it. So this is a way.
That you can give back. And know that they'll be doing the same
for you. The second category we'll be looking at
is completeness. And this is making sure that everything
necessary was covered in the topic. So we're, we're, you know?
Most of these lessons are really based on lessons that I gave in the material.
So when you're looking at completeness, you can really.
See, did the, did the lesson cover kind of everything that was covered in
the material with regards to that topic, and you might give a three if yes,
everything was covered and went beyond, maybe they did extra research, and really
taught you some things beyond what was required in the lesson.
two might be, it's missing some fundamental portions of the material but
you can still understand what's going on and it's still a very good lesson.
You might give a one if huge portions of the topic are missing and a zero if
they've covered some completely other topic than what they stated they were
going to do. And again, there's a free form answer.
So, if you think something's missing from the lesson, you're going to tell them
what was missing. Right?
So if they forgot an aspect of the topic, you can tell them what was missing.
And again you can help them reinforce their knowledge.
And in telling them that, you're reinforcing your own knowledge.
The third category we're going to be assessing on is focus.
We want to make sure that only that topic is covered and we haven't gone on extreme
tangents. So, the, the idea is to go through the
lesson material, and if you see points where they're going way off topic, you
let them know, so a perfect score of three, would be they stayed perfectly on
topic and it was well presented you know topic with no extra material.
There might be a two if there are some slight tangents that go on but it doesn't
really impact the understaying of the material, it might be a one if it's
completely off topic in large sections but the material's still covered, and
again it's a zero if most of the material is completely off the stated topic.
The final category you're going to grade on is actually the presentation.
You know this one, you're going to be honestly a little tough to grade because
everyone has different capabilities with regards to the presentation.
But I still want to make sure that we're thinking about how well the material was
produced and how well it was transmitted. you know, in a lesson.
So, they are going to give some specifics.
First off, make sure that the person does give an introduction, we're going to
grade and make sure they have an introduction, that they've stated their
name, where they're from and, and you know, kind of get a little personality in
the beginning of it. Then, they teach them the lesson material
and that there is a reflection at the end.
So that they follow that format is an important part of this.
Then I'd like you to really asses how well they presented it.
Does it look good, is it well formatted, and this will really depend on, you know,
the skills they have and, and what they have access to.
So if they're using text only, is it formatted well?
Are the paragraphs in the right place, is the grammar correct?
Is it easy to understand that way? If we're using screen shots, are the
screen shots well organized? And the text flow well so I can
understand what we're going, what's going on.
If it's a video, is the video of the correct person, of the right thing?
Do, can, can we understand what's going on in the video?
And if there's audio, is the audio of a good quality?
Is it distorted? Is it not?
Now these things have to relate back to the capabilities and the access that the
student has. And I think you can understand that,
right? If a student only has access to a laptop
microphone, we can't downgrade them, we can't give them a bad grade just because
that's all they have access to. But, I still think its valuable to assess
in the free-form answer. How well it went, and how, and give some
advice, on how they might improve that. So that's how we're going to peer-assess.
Make sure that you give grades that, that, that represent how they did in each
category, and you give the free-form answers so that you can help them gain
the knowledge that maybe they missed.
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