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The threnoscope: a musical work for live coding performance
This paper introduces a new direction in the field of artistic live coding where musical works are presented as pieces in the form of a live coding system. The system itself and the code affordances become equivalent to score system in an open musical work for strong improvisation
Live Coding, Live Notation, Live Performance
This paper/demonstration explores relationships between code, notation including representation, visualisation and performance. Performative aspects of live coding activities are increasingly being investigated as the live coding movement continues to grow and develop. Although live instrumental performance is sometimes included as an accompaniment to live coding, it is often not a fully integrated part of the performance, relying on improvisation and/or basic indicative forms of notation with varying levels of sophistication and universality. Technologies are developing which enable the use of fully explicit music notations as well as more graphic ones, allowing more fully integrated systems of code in and as performance which can also include notations of arbitrary complexity. This itself allows the full skills of instrumental musicians to be utilised and synchronised in the process.
This presentation/demonstration presents work and performances already undertaken with these technologies, including technologies for body sensing and data acquisition in the translation of the movements of dancers and musicians into synchronously performable notation, integrated by live and prepared coding. The author together with clarinetist Ian Mitchell present a short live performance utilising these techniques, discuss methods for the dissemination and interpretation of live generated notations and investigate how they take advantage of instrumental musiciansâ training-related neuroplasticity skills
Spectatorsâ aesthetic experiences of sound and movement in dance performance
In this paper we present a study of spectatorsâ aesthetic experiences of sound and movement in live dance performance. A multidisciplinary team comprising a choreographer, neuroscientists and qualitative researchers investigated the effects of different sound scores on dance spectators. What would be the impact of auditory stimulation on kinesthetic experience and/or aesthetic appreciation of the dance? What would be the effect of removing music altogether, so that spectators watched dance while hearing only the performersâ breathing and footfalls? We investigated audience experience through qualitative research, using post-performance focus groups, while a separately conducted functional brain imaging (fMRI) study measured the synchrony in brain activity across spectators when they watched dance with sound or breathing only. When audiences watched dance accompanied by music the fMRI data revealed evidence of greater intersubject synchronisation in a brain region consistent with complex auditory processing. The audience research found that some spectators derived pleasure from finding convergences between two complex stimuli (dance and music). The removal of music and the resulting audibility of the performersâ breathing had a significant impact on spectatorsâ aesthetic experience. The fMRI analysis showed increased synchronisation among observers, suggesting greater influence of the body when interpreting the dance stimuli. The audience research found evidence of similar corporeally focused experience. The paper discusses possible connections between the findings of our different approaches, and considers the implications of this study for interdisciplinary research collaborations between arts and sciences
The importance of good coding practices for data scientists
Many data science students and practitioners are reluctant to adopt good
coding practices as long as the code "works". However, code standards are an
important part of modern data science practice, and they play an essential role
in the development of "data acumen". Good coding practices lead to more
reliable code and often save more time than they cost, making them important
even for beginners. We believe that principled coding practices are vital for
statistics and data science. To install these practices within academic
programs, it is important for instructors and programs to begin establishing
these practices early, to reinforce them often, and to hold themselves to a
higher standard while guiding students. We describe key aspects of coding
practices (both good and bad), focusing primarily on the R language, though
similar standards are applicable to other software environments. The lessons
are organized into a top ten list
Knowledge Representation with Ontologies: The Present and Future
Recently, we have seen an explosion of interest in ontologies as
artifacts to represent human knowledge and as critical components in
knowledge management, the semantic Web, business-to-business
applications, and several other application areas. Various research
communities commonly assume that ontologies are the appropriate modeling
structure for representing knowledge. However, little discussion has
occurred regarding the actual range of knowledge an ontology can
successfully represent
Electronic Literature Directory: Collaborative Knowledge Management for the Literary Humanities
In 1999, the Electronic Literature Organization developed a comprehensive directory of electronic literature that has guided readers to thousands of works of electronic literature and helped to develop an international humanities discipline. But as the nature and complexion of the field has changed and matured, the directory has become both technologically and conceptually outdated. A decade after the release of the first incarnation of the directory, the authors and scholars at the Electronic Literature Organization will rebuild the Electronic Literature Directory using an open source, collaborative knowledge management platform and Semantic Web-based tools. The completely reconstructed directory will make records of works of electronic literature more accessible to the public, a team of editors will develop a metatag vocabulary and revise descriptions of listed works, and the finished product will show works in the context of critical scholarship about electronic literature
International Mindedness: Phenomenological Inquiry Into Teacher Candidate Experiences
This dissertation contributes to the scholarship surrounding the development of international mindedness in teacher candidates. Phenomenological interview techniques were used to explore the experiences and perceptions of teacher candidates who enrolled in an undergraduate teacher preparation program leading to the International Baccalaureate educator certificate. By highlighting the teacher candidates, this study captured the strengths, challenges, and needs unique to this group. The findings can inform an understanding of how international mindedness develops in teacher candidates and subsequently how it is enacted, identifying curricular and instructional supports in practice that best support this learning. This study will also inform teacher educators and policy makers who are considering integrating the IB teacher certification into existing curriculum
Any Time, Any Place, Flexible Pace: Technology-Enhanced Language Learning in a Teacher Education Programme
Ongoing developments in e-learning, improved internet accessibility and increased digital citizenry provide exciting opportunities to integrate effective classroom pedagogies with online educational technologies, creating mixed-mode courses to enhance student engagement and facilitate greater autonomous learning. This research examines pre-service teacher education studentsâ perceptions of the effectiveness of experiential and digitally-mediated tools which take them beyond the constraints of traditional lecture-type delivery. Quantitative and qualitative results from distance and face-to-face cohorts show the value the students ascribe to tools employed in a modified language course. These are discussed in relation to reported changes in studentsâ proficiency in the target language and culture, and their teaching confidence, using principles for effective instructed language learning as an interpretive lens. The data provide valuable insights into features that enhanced the studentsâ digitally-mediated learning experiences in this blended delivery course, including the impact of when, where and how they could engage with course material
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