DISC documenting , designing , evaluating and presenting innovation

Digital media presents the opportunity for knowledge to be organised, presented and evaluated in new and more compelling ways. This paper presents creative case studies that utilise practice-led music and sound evidence as rigorous and accountable aspects of academic knowledge and content and the associated problems of evaluating non-text based work. A model of the save to DISC project is presented which documents innovative sound curriculum in schools and communities using a dynamic data base to store music education best practice examples and innovative music learning resources. It is proposed that this has relevance and is transferable to practice-led research because the focus is on evaluation through experience and explanation rather than evaluation through explanation.