Reflections on Eight Years of Instrument Creation with Machine Learning

Machine learning (ML) has been used to create mappings for digital musical instruments for over twenty-five years, and numerous ML toolkits have been developed for the NIME community. However, little published work has studied how ML has been used in sustained instrument building and performance practices. This paper examines the experiences of instrument builder and performer Laetitia Sonami, who has been using ML to build and refine her Spring Spyre instrument since 2012. Using Sonami’s current practice as a case study, this paper explores the utility, opportunities, and challenges involved in using ML in practice over many years. This paper also reports the perspective of Rebecca Fiebrink, the creator of the Wekinator ML tool used by Sonami, revealing how her work with Sonami has led to changes to the software and to her teaching. This paper thus contributes a deeper understanding of the value of ML for NIME practitioners, and it can inform design considerations for future ML toolkits as well as NIME pedagogy. Further, it provides new perspectives on familiar NIME conversations about mapping strategies, expressivity, and control, informed by a dedicated practice over many years

Machine Learning Education for Artists, Musicians, and Other Creative Practitioners

This article aims to lay a foundation for the research and practice of machine learning education for creative practitioners. It begins by arguing that it is important to teach machine learning to creative practitioners and to conduct research about this teaching, drawing on related work in creative machine learning, creative computing education, and machine learning education. It then draws on research about design processes in engineering and creative practice to motivate a set of learning objectives for students who wish to design new creative artifacts with machine learning. The article then draws on education research and knowledge of creative computing practices to propose a set of teaching strategies that can be used to support creative computing students in achieving these objectives. Explanations of these strategies are accompanied by concrete descriptions of how they have been employed to develop new lectures and activities, and to design new experiential learning and scaffolding technologies, for teaching some of the first courses in the world focused on teaching machine learning to creative practitioners. The article subsequently draws on data collected from these courses—an online course as well as undergraduate and masters-level courses taught at a university—to begin to understand how this curriculum supported student learning, to understand learners’ challenges and mistakes, and to inform future teaching and research