Why did we create InMICS?

Music has always accompanied and illustrated stories, with different forms. Images have always been closely linked to music, bringing an infinite range of information, meanings and feelings to the viewer and listener. What we see or watch comes together with music. Over the course of history, music has spread across various types of visual media. Considering the importance that music and visual media have together assumed in our daily lives, these artistic languages have developed an ever-increasingly complex relationship. Launching an international programme dedicated to composers who wish to work with images therefore responds to a significant, specific need.

Composing music for visual media has become a highly attractive activity. A composer for visual media needs to:

  • develop a profound understanding of images, whatever form they may take;
  • master the requisite technical skills and computer tools dedicated to music creation;
  • adapt quickly, able to react to short and/or fixed deadlines;
  • be versatile, in their ability to manage the entire process of music creation for the visual arts (from composing to recording); and
  • have sufficient experience in working with diverse people amongst the production staff.

In other words, each composer must find his or her way through each particular context, which also entails the artistic, technical and economic constraints specific to each project.

InMICS aims to address this diversity of approaches through an integration of practice, theory and research. In this way, it will teach composition for screen as a discipline in itself, as well as in relation to screen production, video games, musical theatre and other kinds of visual media. We strongly believe that giving students the opportunity to study in the context of an international programme is the best way to respond to the challenges of a profession open to international networks. This way, students can take full advantage of the diversity of teaching methods and academic environments, becoming more familiar with working habits and practices across Europe and North America as they improve their skills and share their talents. Students benefit from the outstanding know-how, experience and expertise of the four schools, as well as of the four professional partners involved in the project. This balances the contributions of both educational and professional structures in addressing the need for new technical and artistic skills to best prepare students for their future careers. The participation of both European and North-American organizations in this project represents a great added value, broadening perspectives on academic, creative, social and economic issues.