Introducing New Audiences to Sound-Based Music through Creative Engagement

Abstract

This article will outline the experience of researchers at De Montfort University (DMU) (Leicester, UK) in devising and delivering workshops on sound-based creativity (sbc). These workshops supported and guided participants through the process of listening training, recording and composing their own sound-based pieces. As well as engaging participants in sound-based composition, the aim of these workshops was to introduce them to examples from the repertoire of sbm. The final workshops involved the collection of Intention/Reception (I/R) data from participants in response to a piece of sbm. Nearly 180 participants from a diverse range of ages and backgrounds took part in the workshops and the data indicate that engagement with sbm was high. This article will provide the context for the project, describe the methodology and analyse and evaluate the data that were collected. Finally, the implications for future work will be discussed.

The Development of an Inclusive Model to Construct Teacher’s Professional Knowledge: Pedagogic content knowledge for sound-based music as a new subject area

“…Valenzuela and Codina (2014) showed primary school children who had prior musical knowledge demonstrated a higher engagement and motivation in their music lessons. Contrastingly, Holland (2016) showed that with sbm , while children with prior musical training might use different strategies to compose music, both groups (with and without prior musical training) showed similar levels of engagement.…”

“…Alongside Wolf’s (2013a) doctoral research, Therapontos’s (2013) thesis investigated the implementation of sbm in schools in Cyprus, stating that sbm provided an inclusive education. Further developments from Holland (2016) found that pupil engagement increased in all classes following his method of heightened listening training.…”

“…Sbm has been a focus of educational research for many years with a research centre established at De Montfort University in the Music Technology Innovation (MTI 2 ) Department. Synthesising the doctoral research from Holland (2016), Wolf (2013a) and Therapontos (2013) allows us to argue that sbm has pedagogic potential, which offers something truly unique and innovative into the school music curriculum.…”

“…Many publications have outlined a knowledge gap between sound-based music (sbm) and societal awareness (Landy 2007; Wolf 2008, 2013a, 2013b; Holland 2016). 1 This gap is also apparent when examining the National Curriculum for England, where only little guidance is given regarding contemporary music or Music Technology (DfE 2013).…”

Folk Music Audio Enhancement Method Combining Internet of Things and GA

“…Using mean square error and signal-to-noise ratio to judge, it is found that DB4 is the best of 10 wavelet packet basis, so DB4 in Daubechies series is selected as the wavelet packet basis, and the number of decomposes layers in the wavelet packet decomposition of suppressing music noise is set as 3. For a given signal F(x), its orthogonal wavelet decomposition formula is as follows [34]:…”