A Semantic Web Annotation Tool for a Web-Based Audio Sequencer

Music and sound have a rich semantic structure which is so clear to the composer and the listener, but that remains mostly hidden to computing machinery. Nevertheless, in recent years, the introduction of software tools for music production have enabled new opportunities for migrating this knowledge from humans to machines. A new generation of these tools may exploit sound samples and semantic information coupling for the creation not only of a musical, but also of a "semantic" composition. In this paper we describe an ontology driven content annotation framework for a web-based audio editing tool. In a supervised approach, during the editing process, the graphical web interface allows the user to annotate any part of the composition with concepts from publicly available ontologies. As a test case, we developed a collaborative web-based audio sequencer that provides users with the functionality to remix the audio samples from the Freesound website and subsequently annotate them. The annotation tool can load any ontology and thus gives users the opportunity to augment the work with annotations on the structure of the composition, the musical materials, and the creator's reasoning and intentions. We believe this approach will provide several novel ways to make not only the final audio product, but also the creative process, first class citizens of the Semantic We

Gestures as an interface of performers’ intentionality : a case study of Western Embodiment of Karnatic Music in piano performance

Background Music performance has a strong corporeal dimension, involving different types of gestures (technical gestures, expressive gestures, etc.) that performers employ to transform a written score into live music (Leman 2007). This transformation is based on the musical intentions that arise from the performers’ personal interpretation of the composition as an outcome of their artistic praxis, which leads to decisions on how to play the music in terms of its structure, articulation of the phrases, dynamics, timber and the necessary motor strategies to realize these decisions in the sounding music. Aims This research wants to investigate musical gestures as an interface of performers’ intentionality, i.e. an outcome of the artistic praxis and the process of embodiment, in the light of the recent theories on enactment and embodied music cognition (Leman 2016). For this reason, we considered a case study based on the interpretation of a piece that includes the acquisition and embodiment of musical knowledge quite knew to the performer in order to map the modifications in the corporeal engagement from an intuitive approach to a conscious approach. The composition chosen was a contemporary piano piece based on a non-western music tradition: the Karnatic modes from South India. Method To assist the performer in (re)framing the phases of her artistic process, a methodology, called performer based analysis method (Caruso et al 2016), was developed to establish also the procedures of a performative experiment where the performance of the 8th cycle from the 72 Etudes Karnatiques pour piano by Jacques Charpentier (b.1933) was taken as a case study. The performative experiment required a period of preparation, which concerns the performer/researcher’s artistic praxis (to embody the piece) and the self-observation of a video recording archive of her performances in order to map and describe the artistic praxis. The pianist conducted a musicological research on the influence of Indian music in the French contemporary piano repertoire to enrich specifically her current competences in Karnatic Music and had a collaborative three years practice with the composer and with two experts in Karnatic music, a singer and a dancer (see the Re-Orient project: http://re-orient.wixsite.com/indiandream). A retrospective thinking-aloud procedure (Van den Haak & De Jong, 2003) was used during the experiment to allow the performer in rendering explicit and systematic the artistic reflections. The experiment was recorded by a video camera, a microphone and the Motion Capture System. Results To catch the development between the initial intuitive performance and the final embodied performance, two recordings of one fragment from the piece played with these two different approaches (intuitive and conscious) were compared. The analysis of these fragments was based on an alignment between qualitative data acquired through subjective descriptions - based on a performance model and a score annotation - and quantitative data (objective measurements) produced by the audio-video and motion capture recordings. The qualitative and quantitative data (audio and video) were processed through the ELAN software. Gestural similarities and differences between the intuitive and conscious versions were detected by comparing the kinematic and audio measurements (quantitative data) with the performer’s subjective annotations (qualitative data) concerning the motor strategies and the interpretative cues. The results show a different corporeal engagement of the pianist related to the different intentions through a parallel configuration of these two different subjective and objective layers. Conclusions The actual investigation wants to present musical gestures as vehicles of idiosyncratic intentions and expressions by linking performers’ corporeal engagement to the embodiment of their interpretation in order to better understand the connection between musical intentions, goal actions and sound. The role of the technology-mediated approach (thirdperson’s perspective) gives the opportunity to study, as in a mirror-like tool, some aspects, which imply the performer’s subjective involvement (first-person’s perspective). This method provides specifically to musicians/researchers an easier access to music performance analysis. Furthermore, with the implementation of a transdisciplinary and collaborative practice (with the composer, the Indians singer and dancer) plus the aid of technology with the motion and audio analysis, the actual study adds an alternative perspective concerning the exploration and the design of new paths within the field of artistic research

Representing music as work in progress

ABSTRACT In this chapter we discuss an approach to music representation that supports collaborative composition given current practices based on digital audio. A music work is represented as a directed graph that encodes sequences and layers of sound objects. We discuss graph grammars as a general framework for this representation. From a grammar perspective, we analyze the use of XML for storing production rules, music structure, and references to audio files. We describe an example implementation of this approach

Design Strategies for Adaptive Social Composition: Collaborative Sound Environments

In order to develop successful collaborative music systems a variety of subtle interactions need to be identified and integrated. Gesture capture, motion tracking, real-time synthesis, environmental parameters and ubiquitous technologies can each be effectively used for developing innovative approaches to instrument design, sound installations, interactive music and generative systems. Current solutions tend to prioritise one or more of these approaches, refining a particular interface technology, software design or compositional approach developed for a specific composition, performer or installation environment. Within this diverse field a group of novel controllers, described as ‘Tangible Interfaces’ have been developed. These are intended for use by novices and in many cases follow a simple model of interaction controlling synthesis parameters through simple user actions. Other approaches offer sophisticated compositional frameworks, but many of these are idiosyncratic and highly personalised. As such they are difficult to engage with and ineffective for groups of novices. The objective of this research is to develop effective design strategies for implementing collaborative sound environments using key terms and vocabulary drawn from the available literature. This is articulated by combining an empathic design process with controlled sound perception and interaction experiments. The identified design strategies have been applied to the development of a new collaborative digital instrument. A range of technical and compositional approaches was considered to define this process, which can be described as Adaptive Social Composition. Dan Livingston

Combining analytic perspectives in Toru Takemitsu's Rain Tree Sketch II

Utilizing multiple methodologies for analyzing music contributes to an informed performance. I have termed this approach collaborative music theory and believe it can be used for analysis in a wide variety of music. To illustrate the effectiveness of collaborative music theory, I have chosen a work composed by Toru Takemitsu, one of his later pieces for solo piano titled Rain Tree Sketch II, which was informed by multiple theories of composition. Takemitsu claimed that two books about music theory influenced his life and were among the best books of the twentieth century: The Lydian Chromatic Concept of Tonal Organization by jazz artist George Russell, and The Technique of My Musical Language by composer Olivier Messiaen. Additionally, Takemitsu wrote many essays on music, the majority of which are in the book Confronting Silence and focus on philosophical aspects of art, music, and theatre. In this thesis, I take these works by Russell, Messiaen, and Takemitsu, as well as other scholarship into consideration while analyzing Rain Tree Sketch II. By drawing on Russell's, Messiaen's, and Takemitsu's perspectives, I provide a nuanced analysis of the piece and demonstrate how it can influence performance.Includes bibliographical references

Composer-composer collaboration and the difficulty of intradisciplinarity

Research and practice involving parties from different disciplines is of increasing importance in many fields. In the arts, this has manifested itself in both increasing attention on established collaborative partnerships – composers, for example, collaborating with writers, choreographers and directors – and a move towards more overtly cross-, multi-, inter- and/or trans-disciplinary forms of working – a composer working with a physicist, philosopher or psychologist. Composer-composer partnerships are far less common, meaning intradisciplinary collaboration is little explored in relation to practice research in music. This article takes the collaborative music theatre composition I only know I am (2019) created by the authors – Litha Eftythmiou and Martin Scheuregger – as a case study, outlining the issues and opportunities that arise through combining two compositional practices in an effort to create a single artistic output. Ways in which the composers managed this process are detailed in the context of communication, technology, and the issue of tacit knowledge (of both individual compositional process and the working of intradisciplinary collaboration). In particular, reflections on their experience during a week-long residency, in which they collaborated on a single musical work, is discussed in order to understand to what extent two aesthetic approaches can be reconciled to create work satisfactory to both parties. Notions of composition as an inherently collaborative process are used to contextualise the means by which composer-composer collaborations might be understood. The authors reflect on an understanding of intradisciplinarity in the context of their practice as composers in order to draw conclusions that will allow them, and others, to approach composer-composer collaboration in an informed manner

Assessing a Collaborative Online Environment for Music Composition

The current pilot study tested the effectiveness of an e-learning environment built to enable students to compose music collaboratively. The participants interacted online by using synchronous and asynchronous resources to develop a project in which they composed a new music piece in collaboration. After the learning sessions, individual semi-structured interviews with the participants were conducted to analyze the participants\u2019 perspectives regarding the e-learning environment\u2019s functionality, the resources of the e-learning platform, and their overall experience with the e-learning process. Qualitative analyses of forum discussions with respect to metacognitive dimensions, and semi-structured interview transcriptions were performed. The findings showed that the participants successfully completed the composition task in the virtual environment, and that they demonstrated the use of metacognitive processes. Moreover, four themes were apparent in the semi-structured interview transcriptions: Teamwork, the platform, face-to-face/online differences, and strengths/weaknesses. Overall, the participants exhibited an awareness of the potential of the online tools, and the task performed. The results are discussed in consideration of metacognitive processes, and the following aspects that rendered virtual activity effective for learning: The learning environment, the platform, the technological resources, the level of challenge, and the nature of the activity. The possible implications of the findings for research on online collaborative composition are also considered

Issues and techniques for collaborative music making on multi-touch surfaces

A range of systems exist for collaborative music making on multi-touch surfaces. Some of them have been highly successful, but currently there is no systematic way of designing them, to maximise collaboration for a particular user group. We are particularly interested in systems that will engage novices and experts. We designed a simple application in an initial attempt to clearly analyse some of the issues. Our application allows groups of users to express themselves in collaborative music making using pre-composed materials. User studies were video recorded and analysed using two techniques derived from Grounded Theory and Content Analysis. A questionnaire was also conducted and evaluated. Findings suggest that the application affords engaging interaction. Enhancements for collaborative music making on multi-touch surfaces are discussed. Finally, future work on the prototype is proposed to maximise engagement

Collaborative music interaction on tabletops: an HCI approach

With the advent of tabletop interaction, collaborative activities are better supported than they are on single-user PCs because there exists a physical shareable space, and interaction with digital data is more embodied and social. In sound and music computing, collaborative music making has traditionally been done using interconnected networks, but using separated computers. Musical tabletops introduce opportunities of playing in collaboration through sharing physically the same musical interface. However, few tabletop musical interfaces exploit this collaborative potential (e.g. the Reactable). We are interested in looking into how collaboration can be fully supported by means of musical tabletops for music performance in contrast with more traditional settings. We are also looking at whether collective musical engagement can be enhanced by providing more suitable interfaces to collaboration. In HCI and software development, we find an iterative process approach of design and evaluation—where evaluation allows us to identify key issues that can be addressed in the next design iteration of the system. Using a similar iterative approach, we plan to design and evaluate some tabletop musical interfaces. The aim is to understand what design choices can enhance and enrich collaboration and collective musical engagement on these systems. In this paper, we explain the evaluation methodologies we have undertaken in three preliminary pilot studies, and the lessons we have learned. Initial findings indicate that evaluating tabletop musical interfaces is a complex endeavour which requires an approach as close as possible to a real context, with an interdisciplinary approach provided by interaction analysis techniques

Making a scene: empowering third-grade students towards creative, independent, and collaborative musicianship in an after-school general music program

This project-thesis introduces an elementary general music curriculum designed to empower students towards creative music making. Building off the work related to creativity in music education by Green (2005), Hickey (2001), and Ruthmann (2008), this curriculum consists of two parts which highlight fundamental musical skill development and creative music making, respectively. The curriculum is rationalized in the contexts of a proposed local teaching environment and education policy, philosophy of music education, and current educational funding policies at the levels of state and federal governments, and non-governmental organizations