Music to My Ears: Music Technologies & Underserved Audiences (working title) OPENING SEQUENCE: MUSIC UNDER V.O.:

Transcription

1 OPENING SEQUENCE OPENING SEQUENCE: SHOTS OF ANTIQUE MUSIC TEXTILE MUSIC FADE UP: BAROQUE OR CLASSICAL SELECTION, TBD: MUSIC UNDER V.O.: NARRATOR V.O.: Music is woven throughout human history and culture. SHOTS OF AFRICAN DRUMMING, ROCK CONCERT, AND OPERA SOLOIST INTERCUT WITH FS/PAN OVER TEXTILE MUSIC FADE OUT SLIGHTLY; SLOWLY FADE UP SOFT DRUM BEAT FIRST, THEN ROCK RIFF: NARRATOR V.O.: From African drum rituals and urban rock... MUSIC FADE OUT; DRUM BEATS FADE OUT; ROCK RIFF FADES OUT TO VERY SOFT; VOCAL ARIA SLOWLY FADES IN: NARRATOR V.O.: To the most beautiful vocal aria... FREEZE FRAME ON TEXTILE SCENE OF MUSICIANS NARRATOR V.O.: Music is a central thread in the fabric of human experience. INT CARL WALZ/ASTRONAUTS PLAYING MUSIC IN SPACE THAT CLOSELY PARALLELS SCENE FROM TEXTILE [FOOTAGE FROM NARRATOR V.O.: Astronaut Carl Walz once called music "a link to home."

2 NASA] Music calls home even from the vast reaches of outer space. SHOT OF EARTH FROM SPACE And wherever humans go and whatever humans do, music will be at the frontier. TITLE SEQUENCE TITLE SEQUENCE: PART ONE: INTRODUCTION TO MUSICAL CULTURE AND MARGINS PART ONE: INTRODUCTION TO MUSICAL CULTURE AND MARGINS: EXT CITY SCENES NAT SOUND FADE UP: CHURCH CHOIR WITH CHILD FROM INNER CITY/BERKLEE CITY MUSIC NETWORK: NAT SOUND UNDER V.O.: EXT SHOTS OF SCHOOL CHILDREN LEAVING SCHOOL AND PASSING STREET MUSICIAN (OR SIMILAR) NARRATOR, V.O.: Many U.S. communities have seen dramatic cuts in arts programming from their schools, particularly in urban settings. EXT SHOTS OF CHURCH NARRATOR, V.O.: Though music exists across American culture in the media, in local community centers, in homes and churches... NARRATOR, V.O.: For students like D.C. native Fname Lname (Child from Inner CIty/Berklee City

3 Music Network),finding pathways for musical expression can be difficult. INT EST SHOTS OF CHURCH CHOIR EVENT INT SHOTS OF CHILD FROM INNER CITY/BERKLEE CITY MUSIC NETWORK IN CHURCH CHOIR EVENT CHILD FROM INNER CITY/BERKLEE CITY MUSIC NETWORK V.O.: [Introduces self; talks about not having music in school and how he/she practices music elsewhere, like at church and in an afterschool program] INT SHOT OF CHILD FROM INNER CITY/BERKLEE CITY MUSIC NETWORK IN INTERVIEW CHILD FROM INNER CITY/BERKLEE CITY MUSIC NETWORK: [Talks about what music makes him/her feel and why it is important to him/her] INT SHOTS OF CHOIR IN PRACTICE OR PERFORMANCE INT SHOTS OF CHILD DURING PRACTICE OR PERFORMANCE NAT SOUND: CHILD FROM INNER CITY/BERKLEE CITY MUSIC NETWORK, V.O.: [ Begins to detail "day in the life" type narrative about how he/she experiences music at home and in the community on a daily basis (or weekly, etc.)] MUSIC FADES IN: HIP HOP OR URBAN MUSIC, TBD:

4 EXT SHOTS OF CHILD WALKING THROUGH NEIGHBORHOOD EXT SHOTS OF NEIGHBORHOOD MUSIC UNDER V.O.: NARRATOR, V.O.: Fname Lname started singing and playing music at age TBD. EXT SHOTS OF CHILD'S HOME NARRATOR, V.O.:Now, at age TBD, he/she is one of the only musicians in his/her family (or neighborhood, etc). INT SHOTS OF CHILD WITH MUSIC ARTIFACTS CHILD FROM INNER CITY/BERKLEE CITY MUSIC NETWORK, V.O.: [Explains artifacts to camera and talks about life with and without music] MUSIC FADES OUT: INT SHOTS OF CHILD LEAVING HOME CHILD FROM INNER CITY/BERKLEE CITY MUSIC NETWORK: [Talks about why music is important in his/her life and how he/she plans to pursue it after school (i.e., scholarship to Berklee)] EXT CHILD LEAVING HOME FOR MUSIC CLASS NAT SOUND FADE IN: SOUNDS FROM MUSIC CLASS: EXT SHOTS OF CHILD ON WAY TO CLASS AND ARRIVING AT CLASS NAT SOUNDS UNDER V.O.:

5 INT SHOTS OF CHILD ARRIVING AT CLASS NARRATOR, V.O.: Every Tuesday (TBD), Fname commutes from his/her school in D.C. the TBD miles it takes to get to the esharp Center where music class is held. INT SHOTS TEACHER GREETING STUDENTS; GREETING CHILD; CLASS SETTING UP The commute takes TBD hours and Fname arrives just in time. NAT SOUND FADES UP: INT SHOTS OF TEACHER ADDRESSING CLASS TEACHER: [Addressing students about day's class and what they are going to study] NAT SOUND UNDER V,O.: INT SHOTS OF TEACHER WORKING WITH STUDENTS DURING CLASS TEACHER V.O.: [ Talks about value of music classes to these students] INT SHOTS OF TEACHER IN INTERVIEW TEACHER: [Talks about how poverty and class factor into music culture] INT SHOTS OF TEACHER INTERACTING WITH KIDS IN CLASS [Talk about and how he/she is working with certain entities to combat inequities in music, so these kids can have access to musical culture but, because resources are limited, this means approaching music instruction in new ways]

6 INT SHOTS OF TEACHER AND STUDENTS IN CLASS INTERACTING WITH EACH OTHER AND WITH TECHNOLOGY INT SHOT OF STUDENTS INTERACTING WITH EACH OTHER AROUND COMPUTER NAT SOUND: STUDENTS FROM CLASS (INCL CHILD): [Talking with each other and to camera about sampling, loops and making beats; talking about music they like to listen to] NAT SOUND UNDER V.O.: INT SHOTS OF CHILDREN WORKING INDEPENDENTLY ON COMPUTER TEACHER, V.O.: [Talks about how class goal is to work to draw from music the children already know and like, and to help them understand the patterns of music making that exist in all types of music] INT SHOTS OF CHILD FROM INNER CITY/BERKLEE WORKING WITH COMPUTER [Talk about how this format hopefully will lead to CHILD'S interest in pursuing music at a more formal level when he/she can, when the resources are availabl.] INT SHOTS OF COMPUTER NAT SOUND FADE OUT; NAT SOUND FADE IN: INT SHOTS OF DIFFERENT COMPUTER, ZOOM OUT TO DIFFERENT CLASSROOM NARRATOR, V.O.: Across town, only TBD minutes from Fname's class, students have their pick of arts lessons during the school day.

7 INT SHOTS OF STUDENT WITH SPECIAL NEEDS PARTICIPATING IN MUSIC CLASS AND USING TECHNOLOGY Until recently, however, it was difficult for students like Fname Lname (STUDENT WITH SPECIAL NEEDS) to participate in class. NAT SOUND UNDER V.O.: PARENT/S OF STUDENT WITH SPECIAL NEEDS, V.O.: [Parents talk about how STUDENT is able to interact with other students in the regular band classroom through technology and how this is enriching his/her life] INT SHOT OF PARENT/S WITH STUDENT WITH SPECIAL NEEDS AT HOME PARENT/S OF STUDENT WITH SPECIAL NEEDS: [Talk about until technologies came out, it was hard for Fname to really be a part of culture like his/her classmates] NAT SOUND FADES OUT: INT OF PARENT/S WITH STUDENT AT HOME INTERACTING WITH MUSIC TECHNOLOGY PARENT/S WITH STUDENT WITH SPECIAL NEEDS: [Talking together about making music with tools, also addressing the camera] INT OF STUDENT WITH SPECIAL NEEDS AT HOME WORKING WITH TECHNOLOGY PARENT/S AND STUDENT: [Talking about how music is one thing that is made available to

8 STUDENT through new tools and, if the technology is out there, it should be accessible to everyone] INT SHOTS OF PARENT/S GETTING STUDENT READY TO LEAVE HOME MUSIC FADES IN: INT SHOTS OF PARENT/S AND STUDENT LEAVING EXT/INT SHOTS OF PARENT/S AND STUDENT ON TRANSPORTATION ON WAY TO SCHOOL EVENT EXT/INT SHOTS OF PARENTS/STUDENTS ARRIVING AT SCHOOL FOR MUSIC EVENT NAT SOUND FADES IN: MUSIC FADES OUT, NAT SOUNDS CONTINUE UNDER V.O.: INT SHOTS OF STUDENTS WARMING UP FOR MUSIC EVENT AND INTERACTING WITH STUDENT WITH SPECIAL NEEDS BAND DIRECTOR V.O.: [Talks about it being competition/class or performance day, and including STUDENT WITH SPECIAL NEEDS in performance; talks about how technology helps make this possible] INT MUSIC EVENT (TBD) NAT SOUND: INT OF BAND DIRECTOR ADDRESSING AUDIENCE (TBD) INT FINALE OF MUSIC EVENT INT OF STUDENTS AND FAMILIES INTERACTING BACKSTAGE

9 AND/OR IN BAND ROOM AFTER MUSIC EVENT INT OF BAND DIRECTOR IN BAND ROOM AFTER MUSIC EVENT; STUDENTS IN BACKGROUND BAND DIRECTOR: [Talks about role of technology in including non-traditional music students in music classes, and how this is relatively new in musical culture and under-utilized]. BAND DIRECTOR, V.O.: [Talks about how nontraditional students' presence also contributes to the class atmosphere and learning about music] INT SHOTS OF STUDENT WITH SPECIAL NEEDS IN BAND ROOM AFTER MUSIC EVENT, WITH PARENT/S STUDENT WITH SPECIAL NEEDS: [Talks about reaction to performance (possible subtitles, or parents interpret, if necessary)] NAT SOUND FADES OUT: INT SHOTS STUDENT WITH PARENTS, SAYING GOODBYE TO CLASSMATES AND GETTING READY TO LEAVE MUSIC FADES IN UNDER V.O.; MUSIC, TBD: PARENTS, V.O: [Talking about how proud they are of Fname and how thankful they are to be in a school where music can be a part of his/her everyday life.] INT SHOTS OF PARENT/S AND STUDENT LEAVING BAND ROOM/SCHOOL MUSIC FADES UP:

10 INT SHOTS OF BAND ROOM LIGHTS GOING OUT INT SHOTS OF DR. DAVID WILLIAMS AT UNIVERSITY OF ILLINOIS MUSIC TECHNOLOGY ROOM NARRATOR, V.O.: Dr. David Williams has been working at the University of Illinois to develop music technologies for non-traditional music students. INT SHOTS OF DR. DAVID WILLIAMS IN SCHOOL OFFICE DAVID WILLIAMS: [Talking about what a nontraditional music student is and why it is important to develop musical opportunities for them.] NAT SOUND UNDER V.O.: INTO SHOTS OF DR. WILLIAMS WORKING WITH CLASS ON HOW TO TEACH USING MUSIC TECHNOLOGIES DAVID WILLIAMS V.O.: [Talking about ways technology factors into non-traditional musical learning and how music education can be revolutionized.] INT SHOTS OF DR. WILLIAMS DAVID WILLIAMS: [Talk about next-generation music instructors and how they need to be fluent in technology, and how this will change musical culture.] INT OF MUSIC EDUCATION STUDENTS LEARNING TO TEACH WITH TECHNOLOGY NAT SOUND UNDER V.O.: DAVID WILLIAMS, V.O.: [Talk about changing the structure of music classrooms to accommodate

11 different students, to open musical culture to more people; talk about why this is important] INT SHOT OF MUSIC EDUCATION STUDENT IN CLASS LEARNING TO TEACH WITH TECHNOLOGY MUSIC EDUCATION STUDENT, V.O.: [Talk about learning to teach music with technology and the ways it can open music] MUSIC FADES OUT: INT SHOT OF MUSIC EDUCATION STUDENT MUSIC EDUCATION STUDENT I: [Talk about different forms of technology and the different students they serve] INT SHOTS OF MUSIC EDUCATION STUDENT TEACHING YOUNGER STUDENTS USING TECHNOLOGY NAT SOUND UNDER V.O.: MUSIC EDUCATION STUDENT I, V.O.: [Talk about why it is important to teach what they are teaching and how the music education field is still very narrow] INT SHOTS OF CITY MUSIC NETWORK CLASS AND STUDENTS LEARNING IN GROUP NAT SOUND FADES OUT; NAT SOUND FADES IN: NAT SOUND, MUSIC FROM CITY MUSIC NETWORK CLASS: INT SHOTS OF TEACHER ADDRESSING CLASS TEACHER/MENTOR FROM INNER CITY/BERKLEE CITY MUSIC NETWORK: [ Addressing class, talks

12 about using what they learned on the computer to play their instruments; how they are supposed to apply what they learn to other instruments] INT SHOTS OF STUDENTS WORKING TOGETHER WITH TRADITIONAL MUSICAL INSTRUMENTS TEACHER/MENTOR FROM INNER CITY/BERKLEE CITY MUSIC NETWORK, V.O.: [Talks about how the music they are teaching their student is not just for their own enjoyment, but it is a cultural experience and that they want the students to come to know and enjoy all forms of music making.] NAT SOUND UNDER V.O.: INT CHILD FROM INNER CITY/BERKLEE CITY MUSIC NETWORK AT CLASS CHILD FROM INNER CITY/BERKLEE CITY MUSIC NETWORK: [Talks about what he/she gains/observes from learning to work together as a group and learning to play traditional instruments] INT OF CHILD FROM INNER CITY/BERKLEE CITY MUSIC NETWORK AT CLASS CHILD FROM INNER CITY/BERKLEE CITY MUSIC NETWORK, V.O.: [Talks about what hopes to gain from experience working with technology and with traditional instruments, and what each brings to the table in his/her learning] INT SHOTS OF CLASS ENDING AND TEACHER SENDING STUDENTS OFF FOR THE DAY TEACHER INNER CITY/BERKLEE CITY MUSIC NETWORK, V.O.: [Talk about how hope to enrich

13 their life, their family's life, and the community through music] INT SHOTS OF SPECIAL NEEDS STUDENT IN CLASS NAT SOUND FADE OUT; NAT SOUND FADES IN: NAT SOUND UNDER V.O.: PARENT/S OF STUDENT WITH SPECIAL NEEDS, V.O.: [Talk about how they have seen music changed STUDENT WITH SPECIAL NEEDS' life, and how technology has been an important part of that] NAT SOUND FADES OUT; MUSIC FADES IN: PARENT/S WITH STUDENT WITH SPECIAL NEEDS, V.O.: [Talk about how music enriches life, and should be available to everyone, and with the proper tools, resources and support, CAN be made available to everyone.] PART TWO: CASE HISTORY OF TECHNOLOGY IN MUSICAL CULTURE PART TWO: CASE HISTORY OF TECHNOLOGY IN MUSICAL CULTURE: NAT SOUNDS UNDER V.O.:

14 INT FOOTAGE OF PYOTR AND ELECTRONIC MUSICAL SUIT NARRATOR, V.O.: In a modern culture filled with new innovations and new ideas everyday, how do we define music? EXT FOOTAGE OF STREET MUSICIAN USING NON- TRADITIONAL INSTRUMENT NARRATOR, V.O.: Is music any combination of melodies that humans can make or replicate using different objects? INT OF BEATBOXING DJ USING ABLETON SOFTWARE AND VOICE NARRATOR, V.O.: Does music require the use of a musical instrument? NARRATOR, V.O.: Does music have to be pleasing to listen to, or can it be unfamiliar? INT OF DR. ELAINIE LILLIOS PERFORMING AN ELECTRO- ACOUSTIC COMPOSITION NARRATOR, V.O.: In the vast range of perceivable sound, what really counts as music? INT OF AUDIENCE AT DR. ELAINIE LILLIOS PERFORMANCE DR. ELAINIE LILLIOS, V.O.: [Talks about the culture of listening and how people listen to music in different ways.] MUSIC FADES IN: ELECTRO-ACOUSTIC SELECTION, TBD: INT SHOT OF DR. ELAINIE LILLIOS DR. ELAINIE LILLIOS: [Talks about the history of musique concrete]

15 SHOTS OF MUSIQUE CONCRETE HISTORICAL ARTIFACTS INT SHOT OF DR. ELAINIE LILLIOS [continues in V.O.] [continues] INT OF STUDENTS MAKING MUSIC WITH TECHNOLOGY DR. ELAINIE LILLIOS, V.O.: [Talks about how today technologies are still helping to teach us how to broaden the way we think about and listen to music] INT SHOTS OF DR. ELAINIE LILLIOS TEACHING ELECTRO-ACOUSTIC MUSIC TO CLASS NAT SOUND: NAT SOUND UNDER V.O.: DR. ELAINIE LILLIOS, V.O.: [Talks about how it is not easy to challenging people's perceptions of what they know to be music, but when you let go of preconceived notions, musical creativity is liberated] INT SHOTS OF MUSIC STUDENTS IN DR. ELAINIE LILLIOS' CLASS DR. SIDNEY FELS, V.O.: [Talks about how, in Western culture, music has become a specialized practice, breeding a narrow field of soloists, composers, teachers, and critics, and leaving the rest out]. INT SHOT OF FELS IN INTERVIEW DR. SIDNEY FELS: [Talks about how technologies helped return music to the people through

16 recordings, but that practice remained the domain of a few.] INT SHOTS OF MUSIC STUDENTS WORKING WITH TECHNOLOGIES DR. SIDNEY FELS, V.O.: [Talks about how though technologies have the potential to expand musical culture, this evolution is still in its infancy]. EXT SHOTS OF PEOPLE IN TRANSIT WITH PORTABLE DEVICES NARRATOR, V.O.: Though technology for music making is still evolving, technologies are widely used for music listening worldwide. SHOTS OF HISTORIC RECORDING DEVICES, I.E., PHONOGRAPH DR. TIM TAYLOR, V.O.: [Talks about the first recordings date back the the early twentieth century when Western industry was picking up and that with new technologies, naturally, Westerners, particularly Americans, were looking for new forms of entertainment]. INT SHOTS OF DR. TIMOTHY TAYLOR IN INTERVIEW DR. TIM TAYLOR: [Talk about early recording history and why it was so viable, particularly in the United States and the Western world]. SHOTS OF RECORDING HISTORY [continues in V.O.] INT SHOTS OF DR. TIMOTHY TAYLOR INTERVIEW [continues]

17 INT SHOT OF RECORD SPINNING NARRATOR, V.O.: By the time recorded media emerged on the world stage in the early twentieth century, music already was an important part of modern Western culture. MUSIC FADE IN: FIFE AND DRUM SELECTION, TBD: SHOTS OF EARLY AMERICAN MUSIC, I.E., FIFE AND DRUM CORPS; OTHER ARTIFACTS NARRATOR, V.O.: In the United States music had become a diverse, multi-faceted culture consisting of may layers that evolved from early colonial history. NARRATOR, V.O.: The early Americans brought music to the colonies for different cultural reasons. MUSIC FADE OUT; MUSIC FADE IN, PURITAN HYMN, TBD: SHOTS OF PURITANS AND MUSIC; OTHER ARTIFACTS MUSIC HISTORIAN I, V.O.: [Talk about how Puritans used music primarily for religious ceremonies and other spiritual and civic traditions]. INT SHOT OF MUSIC HISTORIAN INTERCUT WITH SHOTS OF ARTIFACTS MUSIC HISTORIAN I: [Talk about how the first book they printed in New England was a religious hymnal called the Bay Psalm Book, which they used as a musical guide].

18 SHOTS OF PURITANS, CHURCH AND MUSIC; OTHER ARTIFACTS NARRATOR, V.O; Church administrators eventually opened singing schools to standardize community music and they enlisted music specialists to teach and develop a music discipline. MUSIC FADE OUT: SHOTS OF EARLY MUSIC EDUCATION; MAYBE SOME NEWSPAPER CLIPPINGS OF LOWELL MASON AND FIRST BOSTON SCHOOL MUSIC; OTHER ARTIFACTS MUSIC HISTORIAN I, V.O.: [Talks about how, by the early to mid nineteenth century, this formal education was introduced in American public schools and was rapidly progressing.] SHOTS OF SOUTHERN MUSIC ARTIFACTS, ETC. NARRATOR, V.O.: Music developed differently in the early American South. MUSIC FADE IN, CLASSICAL MUSIC, TBD: INT SHOT OF MUSIC HISTORIAN II INTERCUT WITH SHOTS OF ARTIFACTS MUSIC HISTORIAN II.: [Talks about how during the European Baroque and Classical eras, music was popular among the social elite and that aristocrats often hired musicians for private entertainment and to instruct their children]. SHOTS OF SOUTHERN MUSIC AND ARTIFACTS MUSIC HISTORIAN II, V.O.: [Talks about how this class-based musical tradition followed European

19 aristocrats to the American South, where private and parlor music became popular across plantation settlements]. INT SHOTS OF MUSIC HISTORIAN II INTERCUT WITH ARTIFACTS MUSIC HISTORIAN II: [Talk about musicians who immigrated to the Southern colonies would travel from plantation to plantation offering instruction and providing music for private and public entertainment]. MUSIC FADE OUT: SHOTS OF JAZZ HISTORY/SOUTHERN SLAVES PERFORMING MUSIC NARRATOR, V.O.: Southern music also had another form. MUSIC FADE IN, EARLY SLAVE SPIRITUAL, TBD: SHOTS OF JAZZ HISTORY ARTIFACTS/SOUTHERN SLAVES PERFORMING MUSIC JAZZ HISTORIAN I, V.O.: [ Talks about how African slaves came from many different cultures and brought music with them]. INT SHOTS OF JAZZ HISTORIAN I IN INTERVIEW, INTERCUT WITH SHOTS OF AFRICAN AMERICAN MUSIC ARTIFACTS JAZZ HISTORIAN I: [Talks about how people from across Africa were thrust together on American plantations and lacked a shared language. As the many plantation languages and cultures fused, so did their music].

20 MUSIC FADE OUT, MUSIC FADE IN, SLAVE SPIRITUAL II, TBD: SHOTS OF AFRICAN AMERICAN MUSIC HERITAGE NARRATOR, V.O.: Passed down through oral tradition and imitation, African American music developed a rich heritage of improvisation. In many cases, music was based on sound and expression rather than formal notation and instruction. It commonly was used for storytelling and communication. SHOTS OF EARLY AFRICAN AMERICAN MUSICIANS JAZZ HISTORIAN II, V.O.: [Talk about how slave musicians were respected by both blacks and whites, and often were able to bridge cultural differences]. MUSIC FADE OUT; MUSIC FADE IN, EARLY JAZZ, TBD: INT SHOTS OF JAZZ HISTORIAN II IN INTERVIEW INTERCUT WITH SHOTS OF EARLY AFRICAN AMERICAN MUSIC ARTIFACTS JAZZ HISTORIAN II: [Talks about how, eventually, African American sounds fused with European instruments and styles to create new musical forms, like ragtime and jazz]. NARRATOR, V.O.: Despite its esteem, however, black music remained on the margins of American

21 society. MUSIC FADE OUT: SHOTS OF EARLY RECORDING MACHINES AND ARTIFACTS NARRATOR, V.O.: It was not until the early twentieth century that a small machine invented to record human speaking would help liberate this music from the cultural margins. MUSIC HISTORIAN I, V.O.: [ Talks about how, by the mid-1800s, Americans had a fever for public music]. INT SHOTS OF MUSIC HISTORIAN I IN INTERVIEW INTERCUT WITH SHOTS OF CONCERT BAND HISTORICAL ARTIFACTS MUSIC HISTORIAN I: [ Talks about how concert bands were everywhere and music instruction was in most schools]. SHOTS OF IMMIGRATION AND EARLY MUSICIANS MUSIC HISTORIAN I, V.O.: [Talks about how European composers, soloists, repertoire, styles and instruments were flooding American popular culture and attracting widespread audiences.] MUSIC FADE IN, EARLY RAGTIME RECORDING, TBD: INT SHOTS OF MUSIC HISTORIAN II IN INTERVIEW INTERCUT WITH IMAGES OF VAUDEVILLE, MUSIC HISTORIAN II: [Talks about how some entertainment forms, like as Vaudeville and

22 BURLESQUE AND BANDS Burlesque, often featured African Americans and their music, but the most popular form of music entertainment was the concert band, which was led by famous bandmasters like John Philip Sousa.] SHOTS OF THOMAS EDISON AND RECORDING MACHINES HISTORICAL ARTIFACTS NARRATOR, V.O.: In the late 1800s, at the height of Golden Age of Bands, Thomas Edison and a number of other innovators started work on sound devices to record the human voice in business settings. MUSIC FADES OUT: INT SHOTS OF DR. TIM TAYLOR INTERVIEW INTERCUT WITH HISTORICAL IMAGES OF EARLY SOUND RECORDING MACHINES DR. TIM TAYLOR: [ Talks about how on early recording machines, the playback was tinny and it was difficult to capture multiple layers of voice]. MUSIC FADES IN, HISTORICAL PHONOGRAPH RECORDING, TBD : DR. TIM TAYLOR, V.O.: [Concludes saying the new sound machines failed in corporate culture.] MUSIC FADES OUT: SHOTS OF PHONOGRAPH NARRATOR, V.O.: While fruitless in business

23 culture, however, these sound machines were almost immediately successful in musical culture. DR. SIDNEY FELS, V.O.: [Talks about how the phonograph and similar machines developed rapidly in the early twentieth century and recorded sound became a popular commodity]. INT SHOTS OF DR. SIDNEY FELS INTERVIEW INTERCUT WITH IMAGES OF EARLY RECORDING HISTORY ARTIFACTS DR. SIDNEY FELS: [Talks about how recordings were made on tinfoil or wax cylinders, and musical selections had to be short in length and moderate in tone.] SHOTS OF PHOTOGRAPHS AND ARTIFACTS FROM EARLY RECORDING SESSIONS FELS, V.O.: [Talks about how band music transferred well to the new medium with its short and energetic repertoire]. NARRATOR, V.O.: As recordings increased in demand, however, producers began looking for new sources to record. INT SHOT OF JAZZ HISTORIAN I INTERVIEW INTERCUT WITH HISTORICAL PHOTOGRAPHS OF RECORDING AND RAGTIME HISTORY JAZZ HISTORIAN I: [Talks about how the catchy tunes of Southern musical forms were suitable and how ragtime because an early popular recorded sound]

24 SHOTS OF HISTORICAL PHOTOGRAPHS AND ARTIFACTS OF RECORDING AND RAGTIME HISTORY, INCLUDING SHOTS OF PUBLIC DANCING AND ENTERTAINMENT INT SHOTS OF JAZZ HISTORIAN II INTERVIEW INTERCUT WITH HISTORICAL IMAGES AND ARTIFACTS FROM RAGTIME HISTORY JAZZ HISTORIAN I, V.O.: [Talks about ragtime being short in length and easy to dance to, so it took off as public and entertainment music especially]. JAZZ HISTORIAN II: [Talks about how recording formats got longer and allowed ragtime musicians to improvise more, which led to its development as jazz] SHOTS OF HISTORICAL IMAGES AND ARTIFACTS FROM RAGTIME HISTORY JAZZ HISTORIAN II, V.O.: [Talks about how while some ragtime evolved into jazz, other forms gave rise to other short-form popular music like rock and roll]. INT SHOTS OF MUSIC HISTORIAN I INTERVIEW INTERCUT WITH SHOTS OF EARLY JAZZ HISTORY MUSIC HISTORIAN I: [Talks about rise of jazz music as a disciplined form, which came from increasing public interest in jazz music.] SHOTS OF HISTORICAL IMAGES AND ARTIFACTS FROM EARLY JAZZ HISTORY MUSIC HISTORIAN I, V.O.: [Talks about the development of disciplined jazz, and the controversies surrounding that]. INT SHOTS OF JAZZ HISTORIAN I INTERCUT WITH MORE MODERN IMAGES AND ARTIFACTS OF JAZZ MUSIC HISTORY JAZZ HISTORIAN I: [Talk about how, to this day, jazz music is among the most popular musical forms taught in public schools, and that colleges offer

25 programs in jazz]. JAZZ HISTORIAN I, V.O.: [Talk about how new jazz continues to be born in communities across the nation]. INT SHOTS OF DR. SIDNEY FELS INTERVIEW INTERCUT WITH MODERN IMAGES AND ARTIFACTS FROM JAZZ HISTORY; SHOTS OF JAZZ IN SCHOOL PROGRAMS SHOTS OF JAZZ MUSIC HISTORICAL IMAGES AND ARTIFACTS, INCLUDING RECORDING IMAGES INT SHOTS OF DR. TIM TAYLOR INTERVIEW INTERCUT WITH HISTORICAL IMAGES OF MUSIC TECHNOLOGIES DR. SIDNEY FELS: [Talks about how this is a history of specialized music in out time, how we have witnessed the institutionalization of jazz]. DR. SIDNEY FELS, V.O.: [Considers where jazz would be without recording technologies] DR. TIM TAYLOR: [Talks about how people have always used technology to push musical practice forward] SHOTS OF HISTORICAL IMAGES OF MUSIC TECHNOLOGIES BEING USED BY PEOPLE TAYLOR, V.O.: [Talks about how it is not that technology drives musical progress, but it enables people to express music in new ways] INT SHOTS OF MUSIC HISTORIAN II INTERVIEW MUSIC HISTORIAN II: [Talks about how technology is and always has been a part of musical culture] SHOTS OF HISTORICAL IMAGES MUSIC HISTORIAN II, V.O.: [Talks about technology

26 AND ARTIFACTS OF PEOPLE LISTENING WITH NEW TECHNOLOGIES generally evokes thoughts about listening to music, it is opening new ways to explore making music]. PART THREE: NEW MUSIC TECHNOLOGIES SHOTS OF PEOPLE INTERACTING WITH NEW MUSIC TECHNOLOGIES PART THREE: NEW MUSIC TECHNOLOGIES: NARRATOR, V.O.: New communication technologies continue to advance musical culture. NARRATOR, V.O.: Beyond offering new ways to capture and transfer sound, computers and other advanced machines are allowing people to make music in ways never before experienced. MUSIC FADE IN, NEW INTERFACES FOR MUSIC EXPRESSION LAB SOUNDS, TBD: INT SHOTS OF DR. GIL WEINDBERG WORKING IN LAB ON NEW INTERFACES FOR MUSICAL EXPRESSION NARRATOR, V.O.: Dr. Gil Weinberg is a researcher with Georgia Tech who is working on developing new music technologies that, to some, appear to be nothing more than simple toys. IN SHOTS OF DR. GIL WEINBERG INTERVIEW DR. GIL WEINBERG: [Talk about the purpose behind his research and what innovators like him are trying to accomplish] INT SHOTS OF DR. WEINBERG AND DR. WEINBERG, V.O.: [Talk about how the

27 OTHERS INTERACTING IN MUSIC LAB interfaces are bringing a community of people together around musical expression in ways that our culture has not yet seen]. INT SHOTS OF CHILDREN PLAYING WITH NEW INTERFACES FOR MUSICAL EXPRESSION NAT SOUND: NAT SOUND UNDER V.O.: PARENT/S OF CHILD IN EXPERIMENT, V.O.: [Explain why got involved with experiment and what they hope it will accomplish] INT SHOTS OF PARENT/S IN INTERVIEW INTERCUT WITH IN SHOTS OF CHILD INTERACTING WITH NEW INTERFACES PARENT/S OF CHILD IN EXPERIMENT: [Talk about technologies opening up music in new ways]. NAT SOUND UNDER V.O.: INT SHOTS OF CHILD/REN INTERACTING WITH NEW INTERFACES DR. GIL WEINBERG, V.O.: [Talks about how there are no guarantees with technology, but how they find hope in what they have seen]. INT SHOTS OF DR. WEINBERG INTERVIEW DR. GIL WEINBERG: [Talks about connecting music back with expression - instead of with instruction - and how this has great potential for reaching new musical audiences].

28 INT SHOTS OF DR. GIL WEINBERG WORKING IN LAB WITH DIFFERENT RESEARCHERS AND SUBJECTS NARRATOR, V.O.: Dr. Weinberg is one of many researchers working to extend musical culture to new audiences. SHOTS CONCERT HALL WHERE DR. TOD MACHOVER'S HYPERINSTRUMENT SYMPHONY IS PERFORMING INT SHOTS OF DR. TOD MACHOVER INTERIVEW INTERCUT WITH IMAGES AND ARTIFACTS FROM HIS CHILDHOOD NAT SOUND: DR. TOD MACHOVER: [Talk about how was drawn to hyper-instrument technologies (childhood and background)] SHOTS OF HYPERINSTRUMENTS AND PEOPLE USING THEM IN LAB AND PERFORMANCE SETTINGS DR. MACHOVER, V.O.: [Talks about how these technologies can be more than individual, they can be interactive in a way human-to-human performance can't (i.e., interactive piano)] INT SHOTS OF DR. TOD MACHOVER IN MIT MEDIA LAB DR. TOD MACHOVER: [Gives and overview of lab and demonstrates how some of the technologies work] SHOTS OF HYPERINSTRUMENTS AND PEOPLE INTERACTING WITH THEM; SPECIFICALLY CHILDREN AND PHYSICALLY DISABLED DR. MACHOVER, V.O.: [Talk about how hyperinstruments are about identifying and working within someone's range of motion or musical experience]

29 MIT MEDIA LAB STAFF WORKING WITH SPECIAL NEEDS SUBJECTS NAT SOUND: MIT MEDIA LAB RESEARCHER/GRAD STUDENT, V.O.: [Talks about what they have learned from working with hyper-instruments; what they never expected to learn] INT SHOTS OF MIT MEDIA LAB RESEARCHER/GRAD STUDENT INTERVIEW MIT MEDIA LAB RESEARCHER/GRAD STUDENT: [Talks about reaction to their research work and what hopes for future developments]. DR. SIDNEY FELS ADDRESSING CLASS AND/OR CONFERENCE NAT SOUND: DR. SIDNEY FELS, V.O.: [Talks about how technologies can be adapted for different people, so where new interfaces for musical expression have application, everyday technologies also have application]. INT SHOTS OF DR. SIDNEY FELS INTERVIEW INTERCUT WITH SHOTS OF HIM WORKING WITH NEW INTERFACES FOR MUSICAL EXPRESSION INSTRUMENTS AND SUBJECTS DR. SIDNEY FELS: [Talks about how it is not about the technologies themselves, but finding ways to use technologies to include more people in musical culture]. NAT SOUND:

30 SHOTS OF A NEW INTERFACE FOR MUSICAL EXPRESSION IN ITS LIFE- CYCLE DR. SIDNEY FELS, V.O.: [Talk about how many of the technologies are in their infancy, and have a long way to go]. INT SHOTS OF DR. TIM TAYLOR IN INTERVIEW DR. TIM TAYLOR: [Talk about in the history of music technologies, how most music technologies never take off] SHOTS OF HISTORICAL IMAGES AND ARTIFACTS OF MUSIC TECHNOLOGIES THAT DIDN'T SURVIVE DR. TIM TAYLOR, V.O.: [Gives examples of technologies that didn't take off and talks about where new technologies have the potential to take or become forgotten.] INT SHOTS OF DR. TIM TAYLOR INTERVIEW INTERCUT WITH SHOTS OF PEOPLE USING MUSIC TECHNOLOGIES DR. TIM TAYLOR: [Talks about how the most important role of technology is to enable human creation and expression]. FADE TO BLACK MUSIC FADES IN: MUSIC FADES OUT; NAT SOUND FADES IN: INT SHOTS OF INNER CITY/BERKLEE CITY MUSIC NETWORK STUDENT INNER CITY/BERKLEE CITY MUSIC NETWORK STUDENT: [Talks about how computers have made it easy to play music and how he/she hopes to continue playing the music he/she likes]

31 NAT SOUND: INT SHOTS OF INNER CITY/BERKLEE CITY MUSIC NETWORK STUDENT IN CLASS INTERACTING WITH OTHER STUDENTS AND WITH TECHNOLOGIES INNER CITY/BERKLEE CITY MUSIC NETWORK, V.O.: [Talks about how he/she doesn't know what he/she will be doing when they grow up, but they hope it will have to do with music] NAT SOUND FADES OUT; NAT SOUND FADES IN: INT SHOTS OF PARENT/S WITH STUDENT WITH SPECIAL NEEDS PARENT/S WITH STUDENT WITH SPECIAL NEEDS: [Talks about how technologies have helped STUDENT'S life thus far, and they hope it will continue to help]. INT SHOTS OF STUDENT WITH SPECIAL NEEDS INTERACTING WITH TECHNOLOGY IN MUSIC CLASSROOM SETTING PARENT/S OF STUDENT WITH SPECIAL NEEDS: [Talk about how technology is not perfect, and unless there are great people out there choosing to use it, it won't make a difference] NAT SOUND: SHOTS OF INNER CITY/BERKLEE CITY MUSIC NETWORK STUDENT INTERCUT WITH SHOTS OF SPECIAL NEEDS STUDENT; BOTH WORKING WITH MUSIC TECHNOLOGIES DR. DAVID WILLIAMS, V.O.: [Talk about a need to teach new music educators to use technology in nontraditional music settings as well as in traditional music settings]

32 INT SHOTS OF DR. DAVID WILLIAMS IN INTERVIEW INTERCUT WITH SHOTS OF DIVERSE PEOPLE INTERACTING WITH NEW MUSIC TECHNOLOGIES SHOTS OF DIVERSE PEOPLE INTERACTING WITH NEW MUSIC TECHNOLOGIES DR. DAVID WILLIAMS: [Talk about how it's not about removing the traditional band setting, but opening new settings to new people.] DR. DAVID WILLIAMS, V.O.: [Says it's about diversity and fairness; and technology can help achieve these]. FADE TO BLACK MUSIC IN: NARRATOR, V.O.: Music critic and historian Fname Coleman once said "through thick and thin, music technology served as America's engine of cultural integration." SHOTS OF DIFFERENT MUSICAL SETTINGS; I.E., DR. ELAINIE LILLIOS AND ELECTROACOUSTIC MUSIC; EARLY JAZZ IMAGES; NEW INTERFACES FOR MUSICAL EXPRESSION; BLUE MAN GROUP "TUBES" MUSIC; URBAN CLUB WITH DJ; SOUND ART INSTALLATION IN MODERN MUSEUM (OR BOSTON CYBERARTS FESTIVAL); SCHOOL MUSIC ENSEMBLE; STREET MUSICIAN NARRATOR, V.O.: Just as music has evolved from its early roots as a human communication form and ritual, music technologies have helped to advance the ways humans use and interact with music. Music will always mean different things to different people. Finding ways to bridge cultural gaps that restrict some people from musical expression will bring a new freedom to musical culture.

33 SHOTS OF ASTRONAUTS PERFORMING MUSIC ON SPACE STATION Beyond its entertainment role, music is an integral part of the human experience. As technology continues to open music to new audiences and new settings, it takes small steps toward breaking cultural barriers... SHOT OF EARTH FROM SPACE... and giant leaps toward connecting humans around a vital and universal expressive form. FADE TO BLACK MUSIC FADE OUT: CLOSING SEQUENCE CLOSING SEQUENCE: