As with many other kinds of data, the past several decades have witnessed an explosion in the quantity and variety of music in computer-accessible form. There are primarily two kinds of “music data ” one encounters today: sampled audio files, such as those found on compact discs or scattered over the web in various formats, and symbolic music representations, which essentially

The Adaptive Courseware Environment (ACE) is a WWW-based tutoring framework which combines methods of knowledge representation, instructional planning, and adaptive media generation to deliver individualized courseware via the WWW. ACE is based on a domain model of the subject matter, a pedagogical model on how to teach a curriculum, and learner modeling on different levels, e.g., preferences, interests, and knowledge. Based on these three components individualized web-content (html, java, pictures) is generated and presented to the learners. Taking into account the interest and the knowledge of a learner ACE can adapt different aspects of the instructional process, e.g., adapting the curriculum by selection of content, adapting the presentation of contents by choosing appropriate media and combining them, adapting the teaching strategies for specific contents, annotating hyperlinks, and by recommending appropriate hyperlinks and contents. Currently three systems have been realized on the basis of ACE and adaptive components of each system have been evaluated in empirical studies. Additionally experimental studies of the applied adaptive methods have shown improvements of efficiency and effectiveness of learning compared to classical static hypermedia.

Music Understanding refers to the recognition or identification of structure and pattern in musical information. Music understanding projects initiated by the author are discussed. In the first, Computer Accompaniment, the goal is to follow a performer in a score. Knowledge of the position in the score as a function of time can be used to synchronize an accompaniment to the live performer and automatically adjust to tempo variations. In the second project, it is shown that statistical methods can be used to recognize the location of an improviser in a cyclic chord progression such as the 12-bar blues. The third project, Beat Tracking, attempts to identify musical beats using note-onset times from a live performance. Parallel search techniques are used to consider several hypotheses simultaneously, and both timing and higher-level musical knowledge are integrated to evaluate the hypotheses. The fourth project, the Piano Tutor, identifies student performance errors and offers...

Abstract. This paper focuses on whether learners of basic music theory may find a multiple-media independent open learner model useful to explore their knowledge of harmony concepts. Learners were given the option to explore example beliefs held in their learner model as music notation, audio or text, and shown how their beliefs compared to those of an expert. Results suggest users are both willing and make use of the open learner model, and show individual preferences for media format in which to view their beliefs. Participants mostly explored incorrect knowledge even though more correct knowledge was present in the model, and made greater use of the views specific to the music domain (music notation, audio) when their model showed “incorrect knowledge”. Results indicate the potential to include multi-media information in open learner models in appropriate domains.

This paper presents a survey of recent work in computerassisted musical instrumental tutoring and outlines several questions to consider when developing future projects. In particular, we suggest that the area in greatest need of computer assistance is enhancing daily practice: both motivating students to practice through games and multimedia, and providing an objective analysis of the students ’ performance. Many existing projects attempt to replace human teachers by providing lessons during daily practice; in most cases, these “daily lessons ” are not necessary.

A ‘‘Just-In-Time Lecture’ ’ is a low-cost, flexible technology for creating and presenting educational material to groups and individuals. A review of learning concepts and education research supports the notion that Just-In-Time Lecture technology should be as effective as traditional classroom instruction. This finding is based on (1) a large body of research on related technologies, including television and videodisc training, (2) the fact that classroom instruction translates directly to the Just-In-Time Lecture medium, (3) the applicability of Just-In-Time Lectures to a variety of skill categories (e.g. Bloom’s taxonomy), and (4) positive experience using Just-In-Time Lectures at two universities for classroom and individual instruction. 1.

IMUTUS is a European project that aims at the development of an open platform for training students on non-MIDI musical instruments, as well as to acquire theoretical music knowledge. The project involves many components oriented towards a new approach of music learning. After a brief overview of the system, the performance evaluation module and the music score processing components are described to show how they enforce the pedagogical approach. 1.

This paper provides a survey of the applications of computers in music teaching. The systems are classified by musical activity rather than by technical approach. The instructional strategies involved and the type of knowledge represented are highlighted and areas for future research are identified.

and audio data

This thesis investigates issues surrounding the design and implementation of a digital drum tutor. People have been developing digital tutors in all fields of study in an attempt to replace or complement human instructors. This drum tutor aims to replace a human instructor in some cases, but mostly to guide a student’s practice sessions, which is where the most improvement occurs. While using the drum tutor, students play predefined patterns, and in order to get the most improvement from the student, the tutor dynamically adjusts the difficulty of the pattern according to how well the student plays. Four people of varying experience tested the software. In testing, students generally found the drum tutor to be helpful in motivating them to practice more and helping them improve their playing. However, the students needed a brief explanation on how the tutor works in order to take full In the field of computer-assisted learning, many people have focused on instrumental education. As emphasized in [1], the area of instrumental learning that could benefit the most from computer assistance is daily practice. Typically, music lessons are given once a week,