Audio_Production

AudioProduction

I want my ideas to be heard.

You don’t just listen to music. You live it. And your goal is to work in a studio, using your talent and the latest tools to create the music and sound that inform, entertain, stir, and inspire others. Our Audio Production degree programs will show you how to record, edit, mix, and master digital audio using industry-standard professional recording studio technology, including sophisticated Solid State Logic recording consoles. You’ll explore everything from producing live and studio music to designing sound for film, radio, TV, web, live performances, and other venues. With professional audio recording studios as your classrooms, we’ll work with you to develop your unique talents. You’ll be surrounded and inspired by other talented, creatively driven students. And you’ll be pushed, challenged, and, above all else, supported by experienced faculty*. Sound good?

*Credentials and experience levels vary by faculty and instructors.

Degrees Offered

Bachelor of Science in Audio Production

Quarter Credit Hours:
180
Timeframe:
12 Quarters

Gainful Employment

Outcomes

Bachelor of Science in Audio Production

Outcomes

See ge.artinstitutes.edu/programoffering/1646 for program duration, tuition, fees, and other costs, median debt, salary data, alumni success, and other important info.

Upon successful completion of the program, graduates will have the opportunity to:

  • Conceptualize, plan, execute, and deliver quality multitrack recordings and voiceovers, and postproduction projects, integrating knowledge and application of audio theory, critical listening skills, and industry standards, using industry-related tools.
  • Demonstrate an understanding of job responsibilities and industry expectations through development of a professional business plan and portfolio.
  • Efficiently troubleshoot and solve problems typically encountered by audio professionals.
  • Evaluate and apply peer and professional critique as well as self-evaluation to continuously improve the quality of their work.
  • Evaluate and integrate the business and economic principles and practices of the audio industry by creating a comprehensive business plan that demonstrates skill in scheduling, budgeting, leadership, production, and project management.

View Academic Catalog

Classroom Experience

I hear what you're saying. And I'm up for the challenge.

There’s nothing passive about professional audio. It’s constantly changing to keep up with consumers and their media. And there’s a need for creative minds with the skill and energy to produce audio content for everything from television, radio and film to advertising, video games, and the web. Working in a professional recording studio using industry standard equipment, you’ll start with basic technology, theory, and industry practices, then move on to such disciplines as audio recording, live sound reproduction, and audio for video. See our gainful employment pages for possible careers that match the program that interests you.

Meet our Alumni

  • The Art Institute of California—San Francisco, a campus of Argosy University alumni Eric Drake

    Eric J. Drake

    Culinary Management , 2015

    Eric J. Drake

    Read More
    Eric J. Drake

    Floor Manager at Bumble

    Eric J. Drake is the floor manager at Bumble, a farm to table restaurant in Los Altos, California. He oversees front of house management, runs the floor, and expedites hosting and serving of customers. Eric enjoys the human element of his job—serving people and working with his employees. “I love having a hand in making someone’s day better. Food is a great way to do that,” he says.

    Eric explains that when he joined the restaurant, he quickly realized that there was a lack of communication between the front of house and back of house. He set out to fix that problem immediately. “Now everything is organized and communication with the kitchen is much better.” Eric mentions that he supports the new trend of mandatory tipping—or eliminating tips altogether and paying employees a higher wage.

    He gained his passion for food from his mother—and adds that his father taught him what it takes to be successful. Eric adds that the industry can be challenging but urges current students not to take things personally. “People in this industry are passionate. Keep your chin up, brush off [any disagreements in the workplace], and go on doing your job.”

    Eric, who in 2015 earned a Bachelor of Science in Culinary Management from The Art Institute of California—San Francisco, says that his education provided the knowledge he needed to transition into a culinary career. “A degree doesn’t make you a great manager, that can only happen on the job. But the knowledge and skills I gained in school [are used in my job] every single day.”

    See http://ge.artinstitutes.edu/programoffering/1410 for program duration, tuition, fees and other costs, median debt, salary data, alumni success, and other important info.

    Read More...
  • The Art Institute of California—San Francisco, a campus of Argosy University alumni Lucia Mendez

    Lucia Mendez

    Fashion Design , 2015

    Lucia Mendez

    Read More
    Lucia Mendez

    Technical Designer for BYER California

    Lucia Mendez is a technical designer for BYER California, based in San Francisco. She’s responsible for writing specs, sketching new designs, and specing sample garments. “I [joined the] company right after graduation,” she proudly states.

    Lucia says that her grandfather inspired her to pursue fashion design. Today she is excited to be part of a nationally recognized fashion company. “[My work] is in an area that may not be as creative, but it is essential for the fashion industry.”

    Lucia, who in 2015 earned a Bachelor of Fine Arts in Fashion Design from The Art Institute of California—San Francisco, says that her education provided a solid foundation for her transition into the world of fashion. She recommends that current students stay focused. “Know what you want and once you start, do not stop. Don’t give up.”

    See http://ge.artinstitutes.edu/programoffering/380 for program duration, tuition, fees and other costs, median debt, salary data, alumni success, and other important info.

    Read More...
  • The Art Institute of California - San Francisco, a campus of Argosy University alumni Marichuy Reynoso

    Marichuy Reynoso

    Fashion Design , 2007

    Marichuy Reynoso

    Read More
    Marichuy Reynoso

    Brand Manager for Vince Camuto

    Marichuy Reynoso is the brand manager for Vince Camuto. She’s based in San Francisco’s East Bay. Marichuy is responsible for relationship building and merchandising, as well as evaluating floor space, product on hand, and updating mannequins on the merchandise floor. “I enjoy the experience of understanding what customers buy and don’t buy. This is great information when designing,” she says.

    Marichuy is proud to be in a challenging career that makes her leave her comfort zone. She recommends that new designers remember to master the basics. “The human body has not changed. However, fibers and new technologies are changing, especially in performance wear.”

    Marichuy, who in 2007 earned a Bachelor of Fine Arts in Fashion Design from The Art Institute of California—San Francisco, says that her education provided a thorough overview of the fashion industry. She also credits the school’s career services team for helping with her job search. Marichuy adds that it’s important to participate in fashion shows to show off skills. “[Internships are also important]. They are solid experience that appeals to employers.”

    See http://ge.artinstitutes.edu/programoffering/380 for program duration, tuition, fees and other costs, median debt, salary data, alumni success, and other important info. *As of 2012, a campus of Argosy University.

    Read More...
  • The Art Institute of California—San Francisco, a campus of Argosy University alumni Samson Chen

    Samson Chen

    Fashion Marketing & Management , 2011

    Samson Chen

    Read More
    Samson Chen

    Creative Entrepreneur at TOA, Article & Goods and Azil Boutique

    Samson Chen describes himself as a “creative entrepreneur” at TOA, Article & Goods, and Azil Boutique—companies that provide handmade or specialized creative pieces. He prides himself in building a business model for these companies out of experience and observation. “[I see] what is missing in the market and [determine] how I can change it, improve on it, or break into it,” he says.

    Samson admits that he had to swallow his fear and believe in his intuition when going out on his own. “Sometimes failure or trial-and-error is the best way of learning.” He enjoys being independent. “The heart and soul I put into my work [makes me feel] satisfied and rewarded.

    Samson, who in 2011 earned a Bachelor of Science in Fashion Marketing & Management from The Art Institute of California—San Francisco, says that his education provided the fundamentals he needed to work in the creative industry. He recommends that current students learn as much as they can—even in unpaid positions. “Soak up knowledge and experience like a sponge. Collaborate with industry leaders and mentors that you want to emulate.”

    See http://ge.artinstitutes.edu/programoffering/383 for program duration, tuition, fees and other costs, median debt, salary data, alumni success, and other important info.

    *As of 2012, a campus of Argosy University

    Read More...

What Will I Study?

Audio_Production

Music has power. I want some of that.

The Audio Production curriculum is real-world, hands-on, and focused on helping you develop the skills to produce live and studio music and to design sound for a full range of media, from concerts to film to the web. You'll study:

  • Audio Technology
  • Remote and Field Recording
  • Music Fundamentals
  • Science of Sound
  • Audio Recording
  • Broadcast Audio
  • Music and Studio Business
  • MIDI Production
  • Professional Communication
  • Digital Audio Workstations
  • Audio Post-Production
  • Audio Electronics
  • Audio Engineering
  • Studio Recording
  • Audio Mixing
  • Audio for Interactive Media
  • Sound Design
  • Streaming Media and Webcast

I'm looking for my proving ground.

At The Art Institutes system of schools, creativity is our core, our calling, our culture. Our Audio Production degree programs are built on that creative foundation. It’s also built on our knowledge that a creative career is not for the faint of heart. Because it’s tough out there, it’s tough in here. But we’ll support you along every step of your journey. That’s why we provide the mentoring and real-world experience you need to prevail, with faculty* who’ve worked in the field and internship possibilities at successful businesses. You’ll be encouraged and expected to be bold. To take risks. To push yourself and the people around you. It won’t be easy. In fact, it’ll be the hardest thing you’ll ever love.

*Credentials and experience levels vary by faculty and instructors.

 

Meet our Faculty

  • Media Arts & Animation Instructor Billy Burger

    Billy Burger

    Media Arts & Animation

    Billy Burger

    Read More
    Billy Burger

    Was there a defining moment when you knew you were destined to become a creative professional?

    I’ve always been driven to create things. While I was running a neon studio here in San Francisco in 1992, I had lunch with a producer from Colossal Pictures. Just sitting there talking to him, realized I was destined for a career in animation.

    How do you weave your professional background into the classroom experience?

    I share all of my professional experience, including creating 2D special effects for films, in every class I teach. In my Portfolio classes, I translate all the studio expectations into rubrics that foster the best work possible.

    What class assignment exemplifies your approach to teaching and mentoring?

    I teach a class called Animation Studio, where, in the past, students had basically worked on material for their show reel. I reached out to Chris Ayers, a character designer whose creations have included characters for the film Men in Black.

    I asked him if my students could animate some of the characters a book of sketches he’d published, called The Daily Zoo. The idea was to help students build their reels, and potentially forge a professional relationship with him. It’s been a mainstay—and a great, real-world opportunity—for my Animation students ever since.

    What’s the most important thing you impart to students to help them succeed in class and the real world?

    Create your own style, your own brand. I tell my students that the real world isn’t a textbook exercise or an online example. Out there, the stage is blank and it's time to create something completely new—on their own, from scratch—and make it industry-quality. That’s why I stress the need to create work that’s unique—to develop a strong style and a solid reel to help them join the next generation of commercial artists.

    Anything else you’d like to share?

    Recently, I chose two students and two graduates to work on a story idea for a short film I came up with a few years ago. They’re beginning work on the model pack, storyboards, and initial principle animation. It’s something they can add to their resume and their reel.

    Read More...
  • Culinary Instructor Instructor Elise Fineberg

    Elise Fineberg

    Culinary Arts

    Elise Fineberg

    Read More
    Elise Fineberg

    Was there a defining moment when you knew you were destined to become a creative professional?

    I came to cooking as a career change in my late twenties. I’d always enjoyed cooking, and the idea of working at something where I could be meticulous, whimsical, thoughtful, and creative really appealed to me.

    How do you weave your professional background into the classroom experience?

    There are stories upon stories I can share, based on what I’ve seen in professional kitchens. I think the anecdotes bring it to life for students. You may not find receiving orders or cost control that exciting, but a real-life story about something that went very wrong tends to be something you remember.

    What class assignment exemplifies your approach to teaching and mentoring, and how do you inspire students to push themselves beyond their own perceived limits?

    I hold my students to high standards in everything—their uniforms, professional conduct, meeting deadlines, everything. Everyone is held accountable. As long as a student is giving his or her best effort, I’m they’re coach and mentor. They know that when it’s time to work, they need to be serious. But when it’s time to play, we have a great time.

    How does collaboration contribute to students’ success—particularly when students from various programs work together?

    Collaboration is the key to success in any industry. It’s really neat to see students from different programs working together—it echoes real life. A terrific example is the Fashion Show. The concept comes from Fashion students, but it can’t be executed without audio, lighting, marketing, design, catering, etc. It’s a giant project with a lot of pieces, and it takes students with a variety of skills working together to pull it off successfully.

    What’s the most important thing you impart to students to help them succeed in class and the real world?

    Preparation, organization, and integrity. Come in with a plan, work fast and clean, and be a part of the team.

    What’s the most critical advice you would offer any student embarking on a creative career?

    Really, really make sure this is what you want to do. But if you have a passion for food and a drive to create, you’ve got to cook!

    Anything else you’d like to share?

    My job is the perfect marriage of two things that I love—cooking and mentoring young people.

    Read More...
  • Fashion Design and Fashion Marketing Instructor Mikel Rosen

    Mikel Rosen

    Fashion Marketing & Management

    Mikel Rosen

    Read More
    Mikel Rosen

    Was there a defining moment when you knew you were destined to become a creative professional?

    It was in the 1970’s, when I saw Julie Driscoll perform Wheels on Fire and David Bowie create Ziggy Stardust and the Spiders from Mars.

    How do you weave your professional background into the classroom experience?

    I treat every class as if it’s a real-world experience. For students in my Fashion Design class, that means creating a fashion design studio environment. For my Fashion Marketing students, the class mirrors an editorial or event brand-planning laboratory.

    What class assignment exemplifies your approach to teaching and mentoring?

    I use a survey of fashion assignment to introduce both my fashion and marketing students to the industry. It covers fashion topics from all angles—design, marketing, trends, runway, retail, styling, journalism, media—anything related to fashion and style, from the past to the present to where it may go in the future.

    How do you inspire students to push themselves beyond their perceived limits?

    I work with each student individually...I strongly believe each one has their own creative talent, and I spend as long as it takes to find that talent and drive each student beyond their expectations, to new ways of thinking.

    How does collaboration contribute to students’ success—particularly when students from various programs work together?

    This is something I’ve been doing since I start teaching in instructing in 1979. I’ve provided opportunities for Fashion students to work with others in areas as diverse as game planning, culinary, and film. I think it really helps students when they see how their peers from other creative disciplines think and solve problems.

    What’s the most important thing you impart to students to help them succeed in class and the real world?

    I tell them that they have two jobs: earning their degree, and launching a career in the real world.

    What’s the most critical advice you would offer any student embarking on a creative career?

    I would urge them to decide on their career path as soon as possible, and structure their classwork around that goal. Quickly build a professional networking database. Be passionate an professional. And work hard.

    Read More...
  • Graphic & Web Design Instructor Sharon Kaitner

    Sharon Kaitner, M.Ed.

    Graphic & Web Design

    Sharon Kaitner, M.Ed.

    Read More
    Sharon Kaitner, M.Ed.

    Was there a defining moment when you knew you were destined to become a creative professional?

    There was never a defining moment, but rather a lot of little ones that said, "Here; this is where you feel most alive, this is where you feel most like you."

    How do you weave your professional background into the classroom experience?

    I offer real-world tips and tricks, and shape discussions and critiques with that same sense of reality. But most of all, I try to teach students to think...to connect the dots and find their own way. It's an ongoing conversation. Those who take what’s offered and build on it with their own drive and vision are the ones that succeed.

    What class assignment exemplifies your approach to teaching and mentoring?

    I often like sending design students outside to observe and report, usually as a way of exploring personas and user-centered design. Our location in the Civic Center area of San Francisco offers plenty of people-watching opportunities. Students invent a narrative back-story of a person, which leads to a discussion of how our perceptions affect how we design, whether our observations are enough for an understanding of our target audience, and how to measure and correct for our bias.

    How do you inspire students to push themselves beyond their perceived limits?

    I'll see in those students faces a flash of delight in some new thought as they go off to do more research about what it means to design for their target audience, to go beyond what they think, to realize that there’s so much more to their world. Then they learn more than I could ever hope to teach.

    How does collaboration contribute to students’ success—particularly when students from various programs work together?

    I can help guide them toward the solution, but collaborating with their peers is where they hear whether or not it works, and what other ideas might work better. That’s the way it is in the real world, where people with different points of view all work toward the same goal. They see how each contributes to the success of the project. It's a big part of preparing students for their careers.

    What’s the most important thing you impart to students to help them succeed in class and the real world?

    Anything is possible.

    What’s the most critical advice you would offer any student embarking on a creative career?

    Most people sleepwalk through life. Wake up. Get out. Think. Walk around without a phone. Experience life. It all contributes to your art.

    Anything else you’d like to share?

    I believe in my students so that they will believe in themselves because the hard work comes from within them.

    Read More...
The Art Institute of San Antonio, a branch of The Art Institute of Houston alumni Sommer Bostick Working on game based training for the military has exposed me to things I never would be doing when I started at [The Art Institute of San Antonio]. Sommer Bostick
Media Arts & Animation, The Art Institute of San Antonio, a branch of The Art Institute of Houston, 2014