Straddling the intersection

Music technology straddles the intersection between art and science and presents those who choose to work within its sphere with many practical challenges as well as creative possibilities. The paper focuses on four main areas: secondary education, higher education, practice and research and finally collaboration. The paper emphasises the importance of collaboration in tackling the challenges of interdisciplinarity and in influencing future technological developments

Physically inspired interactive music machines: making contemporary composition accessible?

Much of what we might call "high-art music" occupies the difficult end of listening for contemporary audiences. Concepts such as pitch, meter and even musical instruments often have little to do with such music, where all sound is typically considered as possessing musical potential. As a result, such music can be challenging to educationalists, for students have few familiar pointers in discovering and understanding the gestures, relationships and structures in these works. This paper describes on-going projects at the University of Hertfordshire that adopt an approach of mapping interactions within visual spaces onto musical sound. These provide a causal explanation for the patterns and sequences heard, whilst incorporating web interoperability thus enabling potential for distance learning applications. While so far these have mainly driven pitch-based events using MIDI or audio files, it is hoped to extend the ideas using appropriate technology into fully developed composition tools, aiding the teaching of both appreciation/analysis and composition of contemporary music

Planning Curricular Proposals on Sound and Music with Prospective Secondary-School Teachers

Sound is a preferred context to build foundations on wave phenomena, one of the most important disciplinary referents in physics. It is also one of the best-set frameworks to achieve transversality, overcoming scholastic level and activating emotional aspects which are naturally connected with every day life, as well as with music and perception. Looking at sound and music by a transversal perspective - a border-line approach between science and art, is the adopted statement for a teaching proposal using meta-cognition as a strategy in scientific education. This work analyzes curricular proposals on musical acoustics, planned by prospective secondary-school teachers in the framework of a Formative Intervention Module answering the expectation of making more effective teaching scientific subjects by improving creative capabilities, as well as leading to build logical and scientific categorizations able to consciously discipline artistic activity in music students. With this aim, a particular emphasis is given to those concepts - like sound parameters and structural elements of a musical piece, which are best fitted to be addressed on a transversal perspective, involving simultaneously physics, psychophysics and music.Comment: 12 pages with 5 figures. Submitted for publication in Physics Curriculum Design, Development and Validation - GIREP 2008 book of selected papers, 200

The Dynamics of Internet Traffic: Self-Similarity, Self-Organization, and Complex Phenomena

The Internet is the most complex system ever created in human history. Therefore, its dynamics and traffic unsurprisingly take on a rich variety of complex dynamics, self-organization, and other phenomena that have been researched for years. This paper is a review of the complex dynamics of Internet traffic. Departing from normal treatises, we will take a view from both the network engineering and physics perspectives showing the strengths and weaknesses as well as insights of both. In addition, many less covered phenomena such as traffic oscillations, large-scale effects of worm traffic, and comparisons of the Internet and biological models will be covered.Comment: 63 pages, 7 figures, 7 tables, submitted to Advances in Complex System

Brain Behavior in Learning and Memory Recall Process: A High-Resolution EEG Analysis

Learning is a cognitive process, which leads to create new memory. Today, multimedia contents are common-ly used in classroom for learning. This study investigated brain physiological behavior during learning and memory process using multimedia contents and Electroencephalogram (EEG) method. Fifteen healthy subjects voluntarily participated and performed three experimental tasks: i) Intelligence task, ii) learning task, and iii) recall task. EEG was recorded duration learning and memory recall task using 128 channels Hydro Cel Geodesic Net system (EGI Inc., USA) with recommended specifications. EEG source localization showed that deep brain medial temporal region was highly activated during learning task. EEG theta band in frontal and parietal regions and gamma band at left posterior temporal and frontal regions differentiated successful memory recall. This study provides additional understanding of successful memory recall that complements earlier brain mapping studies