Summary
heatmaply is an R package for easily creating interactive cluster heatmaps that can be shared online as a stand-alone HTML file. Interactivity includes a tooltip display of values when hovering over cells, as well as the ability to zoom in to specific sections of the figure from the data matrix, the side dendrograms, or annotated labels. Thanks to the synergistic relationship between heatmaply and other R packages, the user is empowered by a refined control over the statistical and visual aspects of the heatmap layout.Availability and implementationThe heatmaply package is available under the GPL-2 Open Source license. It comes with a detailed vignette, and is freely available from: http://cran.r-project.org/package=heatmaply.Supplementary information
Supplementary data are available at Bioinformatics online.
The use of information and communication technologies (ICT) in schools is now commonplace and, for many, an unquestionable part of everyday teaching and learning. But detailed studies of the use of ICT in classroom-based music education are rare. This article explores how pupils aged between 11 and 16 used ICT to create and perform music in new ways. Working as a teacher-researcher, the author used the methodologies of action research and case study to investigate how pupils engage with and organise sounds with ICT.
His main research interests lie in the field of developing innovative uses of new technologies within the music curriculum. He is Managing Director of UCan.tv (www.ucan.tv), a not-for-profit company that produces engaging educational software and hardware including Sound2Picture (www.sound2picture.net), Sound2Game (www.sound2game.co.uk) and Hand2Hand (www.hand2hand.co.uk). Free Moodle courses are available at www.ucan.me.uk.
Link to this article: http://journals.cambridge.org/abstract_S0265051701000237 How to cite this article: Jonathan Savage and Mike Challis (2001). Dunwich Revisited: collaborative composition and performance with new technologies. Dunwich Revisited was a curriculum-based music project run at Debenham CEVC High School between December 1999 and March 2000. All pupils in Years 7, 8 and 9, together with a Year 10 GCSE group, participated in the composition of an electroacoustic piece based on Dunwich (a place with a remarkable history on the east coast of Suffolk). A distinctive feature of the project was the use of a range of technologies to compose, develop and perform musical ideas. The ®nal piece was performed by thirty-®ve pupils at the Celebration of Schools' Music held at Snape Maltings Concert Hall on 7 March 2000.This article shares insights from this curriculum project drawn from a range of qualitative data collected by Jonathan Savage, the Head of Music, and Mike Challis, an electroacoustic composer who is also a member of the school staff. These insights are placed within the context of other recent research evidence describing the relationships between composition, performance and listening as prescribed in the English National Curriculum for music. The article considers how these technologies, some old and some new, can have an impact on music teaching and learning in the classroom environment.
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