![]() Between those meetings, students practice on their own the assigned exercises and, attempting to apply the suggestions received in class, try to reach the learning goals set out by the instructor. Musical pedagogy for learning traditional Western musical instruments is currently most often delivered in one-on-one or group contexts through a master-apprentice model, typically one time per week for 30–60 min per session ( Hanken, 2017). By helping students to more efficiently achieve a high level of proficiency of their instruments with assistive technologies, we hope to minimize stress and afford better enjoyment of the music performance experience for all. This article ends with a discussion of possible directions for future development of technologies to support the practice of music students at different levels, with some consideration for the corresponding signal processing methods that can be utilized or that need advancement. The survey also highlights a high and under-exploited potential regarding the monitoring of other more specific technical skills, which are more instrument-dependent, but no less important, such as the control of dynamic range and clarity of the attack. Results show that most current software is based on the metronome and tuner, with only a few systems that have limited abilities to follow a performance in real-time and compare it to a given score to monitor correctness of notes, intonation, and rhythm. This study provides a survey of music edTech software available, together with the methods of use, addressed technical skills, commonalities, and limitations. Despite this potential, most available software for music instrument pedagogy remains very limited in functionality. They offer an attractive potential for implementing audio signal processing algorithms addressing different technical skills of the performer, providing real-time feedback, collecting data over time, and applying statistical models. The ubiquity of PCs and mobile devices with built-in microphones, speakers, and cameras has inspired the development of media technologies in support of music pedagogy. However, we believe there are unrealized opportunities for modern technologies to help music students in their technical development and assist them during their practice sessions in between visits to their teachers. The number of such educational technologies shows an ever-increasing trend over time, aided by the wide diffusion and availability of mobile devices. These systems have aimed to provide evaluation or visualization of single or combined technical aspects by analyzing performance data collected in real time or offline. Technological advances over the past 50 years or so have resulted in the development of a succession of hardware and software systems intended to improve the quality and effectiveness of Western music instrument pedagogy during classroom instruction or individual study. Computational Acoustic Modeling Laboratory, Center for Interdisciplinary Research in Music Media and Technology, Schulich School of Music, McGill University, Montreal, QC, Canada.
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