5 research outputs found
Dialogue Structure of Coaching Sessions
de Kok I, Hough J, Frank C, Schlangen D, Kopp S. Dialogue Structure of Coaching Sessions. In: Proceedings of the 18th SemDial Workshop on the Semantics and Pragmatics of Dialogue (DialWatt), Posters. Herriot-Watt University; 2014: 167-169
A New Medium for Remote Music Tuition
It is common to learn to play an orchestral musical instrument through regular one-to-one lessons with an experienced musician as a tutor. Students may work with the same tutor for many years, meeting regularly to receive real-time, iterative feedback on their performance. However, musicians travel regularly to audition, teach and perform and this can sometimes make it difficult to maintain regular contact. In addition, an experienced tutor for a specific instrument or musical style may not be available locally. General instrumental tuition may not be available at all in geographically distributed communities. One solution is to use technology such as videoconference to facilitate a remote lesson; however, this fundamentally changes the teaching interaction. For example, as a result of the change in communication medium, the availability of non-verbal cues and perception of relative spatiality is reduced. We describe a study using video-ethnography, qualitative video analysis and conversation analysis to make a fine-grained examination of student–tutor interaction during five co-present and one video-mediated woodwind lesson. Our findings are used to propose an alternative technological solution – an interactive digital score. Rather than the face-to-face configuration enforced by videoconference, interacting through a shared digital score, augmented by visual representation of the social cues found to be commonly used in co-present lessons, will better support naturalistic student–tutor interaction during the remote lesson experience. Our findings may also be applicable to other fields where knowledge and practice of a physical skill sometimes need to be taught remotely, such as surgery or dentistry
Technological Support for Highland Piping Tuition and Practice
This thesis presents a complete hardware and software system to support the
learning process associated with the Great Highland Bagpipe (GHB). A digital
bagpipe chanter interface has been developed to enable accurate measurement
of the player's nger movements and bag pressure technique, allowing detailed
performance data to be captured and analysed using the software components
of the system.
To address the challenge of learning the diverse array of ornamentation techniques
that are a central aspect of Highland piping, a novel algorithm is presented
for the recognition and evaluation of a wide range of embellishments
performed using the digital chanter. This allows feedback on the player's execution
of the ornaments to be generated. The ornament detection facility is
also shown to be e ective for automatic transcription of bagpipe notation, and
for performance scoring against a ground truth recording in a game interface,
Bagpipe Hero.
A graphical user interface (GUI) program provides facilities for visualisation,
playback and comparison of multiple performances, and for automatic detection
and description of piping-speci c ngering and ornamentation errors. The development
of the GUI was informed by feedback from expert pipers and a small-scale
user study with students. The complete system was tested in a series of studies
examining both lesson and solo practice situations. A detailed analysis of these
sessions was conducted, and a range of usage patterns was observed in terms of
how the system contributed to the di erent learning environments.
This work is an example of a digital interface designed to connect to a long
established and highly formalised musical style. Through careful consideration
of the speci c challenges faced in teaching and learning the bagpipes, this thesis
demonstrates how digital technologies can provide a meaningful contribution to
even the most conservative cultural traditions.This work was funded by the Engineering and Physical Sciences Research Council
(EPSRC) as part of the Doctoral Training Centre in Media and Arts Technology
at Queen Mary University of London (ref: EP/G03723X/1)