Abstract-In the teaching of sound recording, the problem of each school is how to present course material so that students not only gain knowledge of the discipline, but also become self-directed learners who develop problem-solving skills they can apply in future courses and in their careers. In Problem-Based Learning (PBL) courses, students work with classmates to solve complex and authentic problems that help develop content knowledge as well as problem-solving, reasoning, communication, and self-assessment skills.The aim of this paper is to describe and discuss the applicability of PBL and E-learning in Music Technology in the High School. The result of implementing PBL in an e-learning environment was evaluated using a methodological tool based on surveys, filled by the students at the end of the courses. The results were compared to the other courses based on more passive-learning methods, and on this background some future initiatives to be taken were proposed.Index Terms-E-learning, experience, learning process, music technology, problem based learning, sound recording.
What triggers the analysis of a musical piece is essentially a pragmatic impulse: that is working something out on its own terms rather than on the terms of something else.Musical analysis focuses on a certain musical structure (that may be represented by a phrase or by an entire composition), aiming at defining its constituents and explaining the way they operate. The basic procedure of musical analysis is the comparison: it is through collation that it defines the structural elements and reveals the functions.This lecture presents a model of analysis that is capable of progressively exploring the symbolic level of the musical text, identifying its melodic and rhythmic cells on the basis of the information that every single one of them carries as well as the relationships existing among them
Despite the various studies on computer-aided musical analysis, there have been relatively few attempts at trying to locate, by means of analysis, a given melody in a certain stylistic period (Baroque, Classical, Romantic or Contemporary). The main problem is that a compositional style of a certain historic period is difficult to formalize. This study presents a model of analysis based on the theories of Warren Weaver and Claude Elwood Shannon, able to progressively explore the symbolic level of a melody, identifying the historic period on the basis of the information that it carries. The concept of information has already been used for several years now in linguistic analysis and it has also been applied to musical language. This approach was dealt with on the melodic level, omitting concepts like tonality, modulation and moreover rhythm. The efficiency of the model was verified by analyzing a series of melodies by different authors and from different times (trying to range through the different compositional techniques by means of a unique analysis methodology) emphasizing both the strong points and the weak points of the approach.
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