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| Autor/in | Holland, Simon |
|---|---|
| Institution | Open Univ., Walton, Bletchley, Bucks (England). Inst. of Educational Technology. |
| Titel | Artificial Intelligence, Education and Music: The Use of Artificial Intelligence To Encourage and Facilitate Music Composition by Novices. [Report No.: CITE-88 |
| Quelle | (1989), (305 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Artificial Intelligence; Cognitive Processes; Cognitive Psychology; Computer Science; Computer Uses in Education; Educational Research; Educational Technology; Educational Theories; Harmony (Music); Music Education; Music Theory; Musical Composition |
| Abstract | The goal of this project was to find ways of using artificial intelligence to encourage and aid music composition by musical novices, particularly those without traditional musical skills. Two complementary approaches are presented. In the first approach, Harmony Space, a new kind of direct manipulation tool for music, is described. Two recent cognitive theories of harmony demonstrated how to design Harmony Space, with the expressivity to allow novices to sketch, analyze, modify, and compose harmonic sequences simply and clearly by moving two-dimensional patterns on a computer screen linked to a synthesizer. An investigation with a small number of subjects showed that Harmony Space considerably reduces the prerequisites required for novices to learn about, sketch, analyze, and experiment with harmony--activities that would normally be very difficult without considerable theoretical knowledge or instrumental skill. The second approach described is a knowledge-based tutoring system to help novices use an interface to compose chord sequences; this system is in the developmental stage. It is argued that traditional, remedial intelligent tutoring systems approaches were inadequate for tutoring in domains that require open-ended thinking. The foundation of a new approach is developed based on the exploration and transformation of case studies described in terms of chunks, styles, and plans. This approach draws on the characterization of creativity of Johnson-Laird (1988). Programs have been implemented to illustrate the feasibility of key parts of the new approach. (Author/DB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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