Focus Area 4.5 (Use ICT safely, responsibly and ethically)

Ethical ICT Use Research Task on Music Sampling & Copyright

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Objective

• Part A: To familiarise students with copyright laws and ethical considerations in music production, primarily sampling, remixing, and appropriate application.

How ICT Was Used

• Students investigated fair use and music sampling through Creative Commons and APRA AMCOS. They discussed licensing varieties and examined music sampling through digital media repositories YouTube, WhoSampled and Splice, while Padlet facilitated documentation and insightful analysis.

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How to Teach It

Comparing Original Songs and Plagiarism

• Students studied high-profile music copyright infringement cases, such as Led Zeppelin vs. Spirit over Stairway to Heaven, to delineate the difference between creative inspiration and reproduction. 

• Drawing on Lessig’s (2004) Free Culture Theory, this investigation underscores how copyright laws impact creativity and maintain harmony between defending intellectual property and nurturing imagination.

Preliminary and Subsequent Case Studies

• Students observed remixes, assessing how contemporary renditions altered original compositions. 

• This dialogue integrated Barthes' (1977) "Death of the Author" perspective, proposing that meaning in creative works is formed through interpretation rather than the intent of the initial artist.

Exploring Mashups and Remixes

• Students argued whether remixes constitute copyright infringement or creative reinterpretation, using Whoampled and Shazam to assess the resemblance. 

• Students explored how technological advancement redefines artistic essence (Kittler’s, 1999, Media Theory).

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Activity Idea

Melody Remix

• Selecting samples from royalty-free and Creative Commons resources, students modified them using Logic Pro. Their task was to adequately alter these melodies to be regarded as innovative and original.

• Through student discussions and the use of tools like WhoSampled and Shazam, students analysed the relationship between original tracks and their remixed versions.

• This approach provides students with a tangible experience, cultivating respect for prior artists while emphasising the significance of copyright and plagiarism avoidance.

• Vygotsky’s (1978) Social Constructivist Theory: Learning is seen as a socially driven process, where interaction enriches learning.

• Jenkins’ (2006) Participatory Culture Theory: Digital media allows students to be consumers and artists, making ethical deliberations integral in remix culture.

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