8,866 research outputs found

    A design method for modular energy-aware software

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    Nowadays achieving green software by reducing the overall energy consumption of the software is becoming more and more important. A well-known solution is to make the software energy-aware by extending its functionality with energy optimizers, which monitor the energy consumption of software and adapt it accordingly. Modular design of energy-aware software is necessary to make the extensions manageable and to cope with the complexity of the software. To this aim, we require suitable methods that guide designers through the necessary design activities and the models that must be prepared during each activity. Despite its importance, such a method is not investigated in the literature. This paper proposes a dedicated design method for energy-aware software, discusses a concrete realization of this method, and—by means of a concrete example—illustrates the suitability of this method in achieving modularity

    Remediating the Transient Music Student Using Hypermedia and Finale Performance Assessment™ : A Recorder Based Model.

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    The purpose of this study was to develop, implement and test a tool designed to help transient students gain the basic musical knowledge and skills needed to successfully complete a fourth-grade unit of recorder study. The project resulted in the development of a hypermedia-based application. The seven-week study consisted of 49 fourth-grade students. Students were given pitch reading and rhythm pattern identification pre-tests and post-tests. Students participated in weekly tests and tutorial sessions via the hypermedia-based application. At the conclusion of the study, the students were given post-tests and a performance test. The pre-test and post-test scores for the transient and established populations were analyzed. A t-test analysis revealed a significant improvement in the scores of the established and transient populations. It appears that the hyper-media application may be an effective tutorial for transient students

    An investigation into the validation of formalised cognitive dimensions

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    The cognitive dimensions framework is a conceptual framework aimed at characterising features of interactive systems that are strongly influential upon their effective use. As such the framework facilitates the critical assessment and design of a wide variety of information artifacts. Although the framework has proved to be of considerable interest to researchers and practitioners, there has been little research examining how easily the dimensions used by it can be consistently applied. The work reported in this paper addresses this problem by examining an approach to the systematic application of dimensions and assessing its success empirically. The findings demonstrate a relatively successful approach to validating the systematic application of some concepts found in the cognitive dimensions framework.</p

    Confessions of a live coder

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    This paper describes the process involved when a live coder decides to learn a new musical programming language of another paradigm. The paper introduces the problems of running comparative experiments, or user studies, within the field of live coding. It suggests that an autoethnographic account of the process can be helpful for understanding the technological conditioning of contemporary musical tools. The author is conducting a larger research project on this theme: the part presented in this paper describes the adoption of a new musical programming environment, Impromptu, and how this affects the author’s musical practice

    MUSIC SOFTWARE DEVELOPMENT FOR GHANAIAN MUSIC EDUCATORS IN TERTIARY INSTITUTIONS.

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    During the 20th Century, the field of education witnessed dramatic changes in pedagogical strategies engendered by information and communication technology (ICT). Computer-assisted instruction has, in some instances, replaced the student-instructor interaction in the teaching and learning environment.  Arts educators, who, for a long time, adopted the apprenticeship approach to teaching, where the master artistes teach the novices, have also embraced the computer-assisted interactive approach. Since the year 2000, Departments of Music in Ghanaian Universities have been exposed to innovative teaching in which ICT is employed. However, in the area of music instructional technology, little has been done by Ghanaian music educators, especially in the area of music software development.  The purpose of this paper therefore is to encourage music educators in tertiary institutions to acquire skills in the development of music software and utilize them for the enhancement of teaching and learning

    Deep Learning Techniques for Music Generation -- A Survey

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    This paper is a survey and an analysis of different ways of using deep learning (deep artificial neural networks) to generate musical content. We propose a methodology based on five dimensions for our analysis: Objective - What musical content is to be generated? Examples are: melody, polyphony, accompaniment or counterpoint. - For what destination and for what use? To be performed by a human(s) (in the case of a musical score), or by a machine (in the case of an audio file). Representation - What are the concepts to be manipulated? Examples are: waveform, spectrogram, note, chord, meter and beat. - What format is to be used? Examples are: MIDI, piano roll or text. - How will the representation be encoded? Examples are: scalar, one-hot or many-hot. Architecture - What type(s) of deep neural network is (are) to be used? Examples are: feedforward network, recurrent network, autoencoder or generative adversarial networks. Challenge - What are the limitations and open challenges? Examples are: variability, interactivity and creativity. Strategy - How do we model and control the process of generation? Examples are: single-step feedforward, iterative feedforward, sampling or input manipulation. For each dimension, we conduct a comparative analysis of various models and techniques and we propose some tentative multidimensional typology. This typology is bottom-up, based on the analysis of many existing deep-learning based systems for music generation selected from the relevant literature. These systems are described and are used to exemplify the various choices of objective, representation, architecture, challenge and strategy. The last section includes some discussion and some prospects.Comment: 209 pages. This paper is a simplified version of the book: J.-P. Briot, G. Hadjeres and F.-D. Pachet, Deep Learning Techniques for Music Generation, Computational Synthesis and Creative Systems, Springer, 201

    Cognitive dimensions of talim: evaluating weaving notation through cognitive dimensions (CDs) framework

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    The design process in Kashmiri carpet weaving is distributed over a number of actors and artifacts and is mediated by a weaving notation called talim. The script encodes entire design in practice-specific symbols. This encoded script is decoded and interpreted via design-specific conventions by weavers to weave the design embedded in it. The cognitive properties of this notational system are described in the paper employing cognitive dimensions (CDs) framework of Green (People and computers, Cambridge University Press, Cambridge, 1989) and Blackwell et al. (Cognitive technology: instruments of mind—CT 2001, LNAI 2117, Springer, Berlin, 2001). After introduction to the practice, the design process is described in ‘The design process’ section which includes coding and decoding of talim. In ‘Cognitive dimensions of talim’ section, after briefly discussing CDs framework, the specific cognitive dimensions possessed by talim are described in detail
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