Transcript Folie 1

EDMEDIA 2008
An Interactive Tool for Training and
Testing Musical Auditory Skills
Christian Gütl (Presenter)
Institute for Information Systems and Computer Media (IICM)
Graz University of Technology, Austria
Richard Parncutt
Department of Musicology, Graz University, Austria
Agenda
• Background & Motivation
• Requirements
• Prototype
• Lessons Learned
• Future Work
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Background & Motivation 1
• Gütl WG: Technology-Enhanced Learning
• Skill & Competence-based Learning
– Skill detection/assignment
(Nussbaumer et al., 2007)
• Content-based: knowledge and action component
• Social metadata creation (Web 2.0 technologies)
• User behavior (attention metadata)
– E-assessment (Gütl, 2007)
Automatic knowledge & skill assessment and
feedback provision
• Content-based: statistical & NLP
• Peer assessment
– Skill-based adaptive e-learning
(Nussbaumer et al., 2007b)
• Learning content
• Learning path
• Assessment
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Background & Motivation 2
• Parncutt WG: Systematic Musicology
• Musicians’ Skills
(Parncutt et al., 2002)
– refined auditory and cognitive skills to listen and
understand music
– motor skills to interact with their instruments
(involving high-speed coordination and timing
precision)
– plan and structure their practice sessions
– specific skills of improvisation, memory, intonation
and expression
– social skills to interact with other ensemble
musicians
– detailed knowledge of their specific instrument.
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Background & Motivation 3
• Parncutt WG: Systematic Musicology (ff)
• OMAS Project (Origins of Musical Aural Skills)
– focuses on “when, how, and why musically
talented children spontaneously recognize musical
pitch structures, with the aim of improving (aural)
music education.” (Parncutt et al., 2006)
– 1st Stage
Questionnaire addressing musical pitch structures
• intervals, melodic structures, harmony, & tonality
• 100 respondents was sufficiently complete
• “Aural skills gain from early, frequent, long-term,
guided, social, enjoyable, meaningful musical
engagement. No evidence was found for a genetic
basis.”
– 2nd Stage  Testing Musical Auditory Skills
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Background & Motivation 4
• Initial Objective
– Tool to assess musical pitch skills
recognition of tone intervals & chords (2, 3 tones)
• … during Planning Stage
– Complement with interactive & personalized
training features to practice and improve skills
 interactivity increase learning (Mayo, 2007)
– Multiple assessment experiences
– Providing feedback to students and teachers
 part of learning process (Bransford et al. 2000)
– Collect real-life data  gaining insights into the
development of skills
 Flexible Tools applicable in various training
and evaluation settings
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Requirements 1
• General Requirements
– Platform & environment independency
easy to use, without installation
– Flexibility
central configurable for diverse settings
– Adaptivity
training & testing exercises according to skills
– Continues and immediate feedback
students: formative and summative feedback
teachers: summative feedback
– Privacy and security
keep user data secure, hide specific date from
teacher, …
– Extensibility
easy to change or add functionality
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Requirements 2
• Domain-Specific Requirements
– Recognition of pitch structure …
chromatic scale, dyads & triads, harm. & melod.
– Testing dyads (2 tones)
all 12 chromatic intervals
– Testing triads (3 tones)
all 20 Tn-sets after Rahn 1979
– Recognition of familiar timbre easier
sound characteristic of diverse instruments
– Musically central range
harmonic exercises: C3 (131 Hz) – C5 (523 Hz)
melodic exercises: C4 (261 Hz) – C6 (1047 Hz)
– Two training levels, adjusted to developed skills
a) exercises grouped by level of difficulty
b) exercises selected by presumed current skills
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Related Work
• Free & commercial tools for computer-based
music education (children & adult)
– Development of knowledge & skills
• Note reading, music theory, thematic analyses, …
– Focus on musical performance
• Practice keyboard skills, jazz improvisation, …
• Tool for development of tonal memory skills
– Intervals, chords, pitch patterns, ….
– Great number of software (local PC or Web-based)
(EarTraining, ECS Media, IAST, PLANTINE, …)
– Divers approaches and didactical objectives
• Interactive training, multimedia tutoring,
assessment, …
 M.A.T.T. Tool
(Musical Auditory Skill Training & Test)
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Which Technology ?
• Evaluated two Alternatives
– Based on requirements  usage of midi sounds
– Flash vs. Java Applet
• Flash Player
+ good graphical support / piano keyboard useable
+ Flash player for most platforms available
- BUT midi interface not controllable
• Java Applet
+ midi interface available
- More effort for sufficient graphical design
- Java runtime environment must be installed
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M.A.T.T. Architectural Overview
Web Client
Web-based
UI
Web Client
Student
Scenariodependent
Applet
Settings
Applet
Client-Side
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User Record
Web Application
Teacher
Server-Side
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Registration Screen
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Login Screen
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Instruction
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Assessment Screen (2 tones)
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Assessment Screen (3 tones)
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Test Result Screen
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Trainings Mode (guided)
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Trainings Mode (free style)
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Lessons Learned
• … from design & development point of view
• Technology
– Flash player: missing midi control interface
– Java Runtime Environment
• Supports control of midi sounds
• Graphical presentation built from scratch
– piano keyboard
– presentation of notes
• No midi sound support for Apple computers out of
the box  workaround by “MMJ component”
• Beginning and end of sound events: cracking sound
 workaround by “fade in/out”
• Overall Architecture
– Web-based client-server architecture supports
simple usage and central configuration
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Future Work
• Real-life Sample Applications
– OMAS Project
– Learning settings in school & universtiy
– Web-tool for self-directed training & testing
• Studies
–
–
–
–
Usability studies
User survey in real-life operation
Skill development over time
Levels of difficulties for exercises
• Release as open source
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References
Bransford, J.D., Brown, A.L., & Cocking; R.R. (Eds.) (2000). How People Learn: Brain,
Mind, Experience, and School. Expanded Edition. Washington DC: National
Academies Press.
Gütl, C. (2008). Moving towards a Fully-Automatic Knowledge Assessment Tool. iJET
International Journal of Emerging Technologies in Learning, Vol 3, No 1 (2008),
and http://online-journals.org/i-jet/article/view/172/240
EarTraining. Free online ear training tool. www.iwasdoingallright.com, last retrieved
Dec. 15th, 2007 from
http://www.iwasdoingallright.com/tools/v2_22/ear_training.aspx
ECS Media. ECS Music Education Software. ECS Media, last retrieved Dec. 15th, 2007
from http://www.ecsmedia.com/products/prodmusic.shtml
IAST. Interactive Applet Skill Tests. Last retrieved Dec. 15th, 2007 from
http://67.117.214.227/megill/SkillTests/
Mayo, M. J. (2007). Games for science and engineering education. Communications of
the ACM, Volume 50, Number 7 (2007), pp. 30-35.
Nussbaumer, A., Gütl, C., and Albert, D. (2007). Supporting Technology-enhanced
Learning through Semi-automatic Detection and Management of Skill and
Competence Structures. ICL, Vilalch, Austria.
Nussbaumer, A., Gütl, C., and Albert, D. (2007b). Towards a Web Service for
Competence-based Learning and Testing. In Proceeding in ED-MEDIA 2007,
Vancouver, Canada.
Parncutt, R., & McPherson, G. E. (Eds., 2002). The science and psychology of music
performance: Creative strategies for teaching and learning. New York: Oxford
University Press.
Parncutt, R., McPherson, G., Painsi, M., & Zimmer, F. (2006). Early acquisition of
musical aural skills. In: Proc. Of the 9th International Conference on Music
Perception and Cognition (Bologna, Italy, 21-26 August)
PALANTINE. Aural Training and Music Theory Software. PALATINE, Lancaster
University, UK, last retrieved Dec. 15th, 2007 from
http://www.palatine.ac.uk/directory/index.php/Music/soft/aur/
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Questions & Contact Information
Thank you for your Attention!
Questions are welcome!
Further Information:
Christian Gütl
http://www.iicm.edu/guetl
[email protected]
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