Black and indigenous musics continue to evolve and dominate global markets and cultural spheres, notwithstanding a history of intellectual property theft and cultural appropriation. DJs and producers (by way of sampling or extrapolation) have played archival roles outside traditional music archiving. Colonial invasions and the transatlantic slave trade, as well as academic neocolonialism, displaced cultural histories imparted through oral traditions. The Black radical tradition resists global corporate capitalism, even within a music industry that emphasises stereotypical Black tropes for profit. Without regulation, the practices of museums, the education system and the music industry will be exacerbated by the development of recommendation systems and artificial intelligence (AI). Hence, in communities that have already suffered unjust intellectual and cultural property theft, I recognise and re-centre the archiving musico-cultural role that DJs and producers have historically played.

Between 2022 and 2023 I ran two experimental DJing workshops in a school in East London with Year 10 GCSE music students. They were experimental in the sense that I had not run workshops with this age group before and that I was sharing some experimental techniques with digital DJ technology (DDJT) that I had been exploring in my own practice. They proved to be highly engaging for the young people and highlighted significant, and sometimes unexpected, benefits of using DDJT in the classroom. The results of the workshops are analysed in the context of the 2016 addition of DJing as an ‘instrument’ for the performance component of the GCSE assessment, alongside claims that this is a ‘challenge to colonisation’. While the addition is viewed as positive, it is questioned whether viewing DJing as being equivalent to other instrumental playing captures the plurality of a practice that is distributed across sonic, social and discursive realms. Historical and conceptual precedents for viewing DJing both as an instrument and as an art are explored, and it is suggested that it could also be assessed under the GCSE Art & Design criteria.

Learning about music, sound or audio can present significant challenges for individuals who are deaf and hard of hearing (DHH). Given the advancements in technology and the increasing emphasis on equality, diversity and inclusion (EDI) in education, this article proposes pedagogical approaches aimed at facilitating the learning process for DHH students in the areas of music and audio production. These approaches encompass sound visualisation, haptic feedback, automated transcription, tactics in non-linear editing and digital signal processing. Importantly, these approaches do not necessitate advanced technical skills or substantial additional resources, thus lowering barriers for DHH students to overcome challenges in music and audio production. Furthermore, these strategies would enable content creation and editing for individuals with DHH, who may have previously been excluded from participating in music and audio production. Recommendations are provided for the implementation of these approaches in diverse educational settings to promote the integration of EDI in music and audio education.

In this article, DJ and scholar Jake Williams speaks with Maria Chavez and Elijah about their ideas concerning education and pedagogy in electronic music. Although they come from very different musical backgrounds, the rationale for the joint interview was twofold: first, they are both DJs who think deeply about their practice and have strong pedagogical commitments; and second, their pedagogical practices have led to them to work between informal and formal educational spaces, across a range of age groups. The talk touches on their views on music education, academia, definitions of success, what it means to be ‘open source’ and, of course, DJing.

Within computer-based and live electronic music, the values of competition, power, control and innovation dominate. Women continue to be under-represented in technical roles across production, management and software development. To address this imbalance, I examine how feminist frameworks and values can be applied to challenging the biases that influence uneven gender distribution within music technology development. Focusing on live embodied composition and computing where performative and design roles intersect, I explore the work of women composers who design or co-create bespoke systems that feature the body, reimagining the norms of music technology development while exposing insights about gender, race and body types in the sound and music industries. Referencing the work of Laetitia Sonami and Lauren Sarah Hayes, I argue that their embodied design practices constitute a type of activism that promote the feminist values of human computer interaction (HCI), including collaboration, transparency and empathy, countering dominant audio equipment and software design values oriented towards precise, perfected and disposable designs created in a hierarchical fashion.

‘Sound, Image and Motion’ (SIM) is a unique interdisciplinary programme in Brazilian higher education, blending visual arts, audiovisual and sound creation. We start with a brief historical overview of avant-garde traditions in Bahia and delve into the university’s principles and guiding plan in order to situate SIM among art courses and its available resources. We explore its flexible curriculum in detail, considering the limitations posed by a new university with scarce resources, and describe the curricular structure to analyse experiences with teaching and constructing an interdisciplinary sound creation qualification within this programme.

This article explores the Musical Design course offered at McGill University by Mario Bertoncini in 1975–6 in a collaboration between the music department and the department of mechanical engineering. Some of the students independently created a collective named Sonde (originally named MuD from the name of the course). This unique pedagogical experience, influenced by Bertoncini’s understanding of craftmanship in Renaissance workshops, will be presented as an antecedent of research-creation or artistic practice as research, a ubiquitous and vastly recognised modality of research that has been gaining more and more traction since the early 2000s.