Ollie Rosario
Ollie Rosario (BA’19) studied mathematics with a minor in Applied Music Technology (AMT). In this Q&A, Ollie reflects on their pivot into music technology and how it has shaped their artistic practice—ultimately inspiring them to pursue graduate studies in digital media—and offers insight on how the Dr. Robert Pritchard and Dr. Keith Hamel Award in Music Technology and New Media will ensure that all students have access to the resources and opportunities to flourish in creative, technical spaces.
What inspired you to pursue the Minor in Applied Music Technology at UBC?
I spent my entire childhood in various music ensembles, so when I started at UBC, I wanted to continue pursuing my creative interests. At this point I wanted to be a mathematician, but I was interested in audio recording and editing, so I made a point to sign up for Introduction to Music Technology in my first year as an elective. I quickly realized this course covered much more than how to use a digital audio workstation.
I really enjoyed both Introduction to Music Technology and Introduction to Electroacoustic Music, so I continued pursuing the Applied Music Technology minor. I remember one specific assignment in Computer Music, where we had to make an audio synthesis program in Max/MSP. Working on this was super engaging, and I think that was when I started to consider that this would actually be the academic path I was most interested in.
“This strong foundation in both computer programming and composing electronic music helped me have the confidence to pursue building odd instruments, like a robotic music box that plays faster when its surroundings are louder, or a synthesizer that reacts to the weather.”
You are currently working at the School of the Museum of Fine Arts at Tufts University and are still designing and composing with electronic instruments. What was it about your experience studying Applied Music Technology that motivated you to continue this field into your career?
In my last year at UBC, I did my capstone project for the AMT minor. For this project, I built an electronic instrument that is played by using gestures to output sound. I had lots of additional ideas for more instruments I wanted to build at this point, while still working on this project, so I started applying to graduate schools in Digital Media. The experience I got with creative coding and audiovisual performance at UBC was really crucial to the development of my artistic practice. This strong foundation in both computer programming and composing electronic music helped me have the confidence to pursue building odd instruments, like a robotic music box that plays faster when its surroundings are louder, or a synthesizer that reacts to the weather.
Capstone Project:
Instrument 1
Capstone Project:
Instrument 2
Computer Music I
Assignment
When you think about your time studying Music Technology, what aspects of that learning environment most empowered you to experiment, grow and take risks as an artist?
I think the most impactful aspect of the learning environment was how collaborative it was. When I took MUSC 419, we typically worked in groups to compose our pieces. This encouraged a lot of cross-disciplinary work, which I found took a lot of the fear out of developing new skills. If someone got stuck on a component of their project, there was a good chance someone else would be able to help troubleshoot. The critiques in the class were also very helpful, as I got to hear feedback from a lot of different perspectives.
“Students may need access to equipment like faster computers, costly software, or funds to build custom controllers and instruments. I hope every student who wants to study Music Technology at UBC is able to and can join this community of creators, composers, and makers.”
This Dr. Bob Pritchard and Dr. Keith Hamel Award in Music Technology and New Media supports students who want to experiment and innovate—as you do. Why do you believe this kind of student support is important, and what impact do you hope donors can make for the next generation of music‑tech creators?
The skills students acquire in the Music Technology program are so varied, covering things like composition, creative coding, motion sensing, and choreographing interactive performances. It’s important that students who are interested in these things, and who love working in this interdisciplinary environment, have the support they need to flourish in creative spaces. Students may need access to equipment like faster computers, costly software, or funds to build custom controllers and instruments. I hope every student who wants to study Music Technology at UBC is able to and can join this community of creators, composers, and makers.
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Invest in the next generation of students exploring music technology and new media at UBC by removing financial barriers and putting the tools, training and cross-disciplinary collaboration in students’ hands. With your generosity, we can expand opportunities and build a strong network of students working at the intersection of music, technology and new media.
