Thesis (M. Phil. (Music Technology)) -- University of Stellenbosch, 2006. / ENGLISH ABSTRACT: Modern digital signal processing, allowing a much greater degree of flexibility in audio processing and therefore greater potential for noise removal, pitch correction, filtering and editing, has allowed transfer and audio restoration engineers a diversity of ways in which to “improve” or “reinterpret” (in some cases even drastically altering) the original sound of recordings. This has lead to contrasting views regarding the role of the remastering engineer, the nature and purpose of audio restoration and the ethical implications of the restoration process. The influence of audio restoration on the recorded legacy of a performing artist is clearly illustrated in the case of Maria Callas (1923 - 1977), widely regarded not only as one of the most influential and prolific of opera singers, but also one of the greatest classical musicians of all time. EMI, for whom Callas recorded almost exclusively from 1953 - 1969, has reissued her recordings repeatedly, continually adapting their sound “to the perceived preferences of the record-buying public” (Seletsky 2000: 240). Their attempts at improving the sound of Callas’s recordings to meet with the sonic quality expected of modern recordings, as reissued in the latest releases that form part of EMI’s Callas Edition, Great Recordings of the Century (GROTC) and Historical Series, have resulted in often staggeringly different reinterpretations of the same audio material that bear no resemblance to previous CD or LP incarnations or “evince no consolidated conviction about exactly how Callas’s voice should sound.” In essence, some commentators argue that the “Callas sound” we hear on recent CD releases is not necessarily exactly as the great diva might have sounded. The purpose of this study is to consider the influence of audio restoration and remastering techniques on the recorded legacy of Callas, by illustrating the sometimes startlingly different ways in which her voice has been made to sound, examining and comparing the way in which different remasterings of the same audio material can vary in quality, as well as demonstrating how vastly different sonic reinterpretations of a single recording can affect our perception of an artist’s “true” sound. To this end, various reissues of six different complete opera recordings, including four studio recordings: Tosca (1953), Lucia di Lammermoor (1953), Norma (1954), Madama Butterfly (1955), as well as two “live” performances of Macbeth (1953) and La Traviata (1958), have been evaluated and compared, using the “true” sound of Callas’s voice as reference in comparing the different remasterings. Pitch and frequency spectrum analysis was used to confirm or support any subjective claims and observations and further analysis performed with the aid of a specialised Matlab algorithm. / AFRIKAANSE OPSOMMING: Moderne digitale seinprossesering bied kragtige en veelsydige moontlikhede vir die verwerking van klankseine. Die groter potensiaal vir ruisverwydering, toonhoogte verstelling, filtrering en redigering van opnames bied klankingenieurs ‘n wye verskeidenheid van maniere om die oorspronklike klank van opnames te verbeter, te interpreteer en soms ingrypend te verander. Dit het aanleiding gegee tot teenstrydige en uiteenlopende menings oor die funksie van die klankrestourasie-ingenieur, die aard en doel van klankrestourasie en die etiese gevolge van die restourasieproses. Die invloed van klankrestourasie op die klanknalatenskap van ‘n uitvoerende kunstenaar kan duidelik bestudeer word in die geval van Maria Callas (1923 – 1977), algemeen aanvaar as een van die mees invloedryke en grootse klassieke musici van alle tye. Die platemaatskappy EMI, vir wie Callas feitlik uitsluitlik vanaf 1953 tot 1969 opgeneem het, het haar klankopnames reeds verskeie kere heruitgereik en die klank daarvan deurlopend aangepas om aanklank te vind by die “veronderstelde voorkeure van die publiek” (Seletsky 2000: 240). EMI se pogings om die klank van Callas se opnames te verbeter om aan die klankvereistes van moderne opnames te voldoen, het ontaard in dikwels aangrypend verskillende interpretasies van dieselfde audio materiaal wat geen ooreenkomste toon met vorige laserskyf of langspeelplaat uitgawes nie, asook “geen vasgestelde oortuigings openbaar oor hoe Callas se stem presies moet klink nie.” Sommige critici argumenteer dat die “Callas klank” wat ons op hedendaagse CD uitgawes hoor, nie noodwendig klink soos wat Callas werklik geklink het nie. Die doel van hierdie studie is om die invloed van klankrestourasie op die klanknalatenskap van Callas te bestudeer deur die verskillende wyses waarop die klank van haar stem aangepas is te illustreer, die verskille in klankkwaliteit tussen verskillende uitgawes van dieselfde materiaal te ondersoek en te vergelyk, asook te demonstreer hoe uiteenlopend verskillende interpretasies van ‘n enkele opname die persepsie van ‘n kunstenaar se “ware” klank kan affekteer. Vir hierdie doel is verkeie uitgawes van ses verskillende volledige opera opnames, insluitend vier studio opnames van onderskeidelik Tosca (1953), Lucia di Lammermoor (1953), Norma (1954) en Madama Butterfly (1955), asook twee “lewendige” opnames van Macbeth (1952) en La Traviata (1958) bestudeer deur Callas se “ware” klank as maatstaf te gebruik om die onderskeie opnames te vergelyk. Toonhoogte- en frekwensie spektrum analise, asook analise deur middel van ‘n gespesialiseerde Matlab algoritme, is deurlopend gebruik om enige subjektiewe gevolgtrekkings en waarnemings te staaf.

The seven compositions that comprise this dissertation are represented by the following files: text file (pdf), seven video performances (mp4), and corresponding zipped files of custom software and affiliated files (various file types). / This Digital Portfolio Dissertation centers on a collection of seven digital videos of performances of original electroacoustic compositions that feature data-driven instruments. The dissertation also includes a copy of the original software and affiliated files used in performing the portfolio of music, and a text document that analyzes and describes the following for each of the seven compositions: (1) the design and implementation of each of the seven complete data-driven instruments; (2) the musical challenges and opportunities provided by data-driven instruments; (3) the performance techniques employed; (4) the compositional structure; (5) the sound synthesis techniques used, and (6) the data-mapping strategies used. The seven compositions demonstrate a variety of electroacoustic and performance techniques and employ a range of interface devices as front-ends to the data-driven instruments. The seven interfaces that I chose to use for my compositions include the Wacom Tablet, the Leap Motion device for hand and finger detection, the Blue Air infrared sensor device for distance measurements, the Nintendo Wii Remote wireless game controller, the Gametrak three-dimensional, position tracking system, the eMotion™ Wireless Sensor System, and a custom sensor-based interface that I designed and fabricated. The title of this dissertation derives from the extra-musical impulses that drove the creative impulses of the seven original electroacoustic compositions for data-driven instruments. Of the seven compositions, six of the pieces have connections to literature. Despite the fact there is a literary sheen to these musical works, the primary impulses of these compositions arise from the notion of absolute music – music for music’s sake, music that is focused on sound and the emotional and intellectual stimulus such sound can produce when humans experience it. Thus, I simultaneously work both sides of the musical street with my compositions containing both extra-musical and absolute musical substance.

This thesis comprises a portfolio of creative musical work and a written commentary. The creative work seeks to rework musical strategies through technology by challenging aspects of how music is traditionally performed, composed and presented. The portfolio of submitted work is divided into five main projects. The first project is E-tudes, a set of four compositions for live electronics and six keyboard players. The second project is a composition called On Violence, for piano, live electronics, sensors and computer display. The third project is Zizek!?, a computer-mediated-performance for three improvisers that serves as an alternative soundtrack to a documentary about Slovenian philosopher Slavoj Zizek. The fourth project is a collection of small experimental pieces for fixed media called FreuPinta. The fifth project consists of a selection of different improvisations that I devised or participated in using a computer environment I developed for live improvisation. Throughout the portfolio recent technological advancements are considered not for their use in implementing pre-existing models of music-making but rather for their potential to challenge preconceived notions about music. The written commentary gives the theoretical tools necessary to understand the underlying reasoning, preoccupations and concerns behind the submitted work as well as providing supplementary information about the musical results and the computer programmes developed as part of this research.

The research contained within this PhD project forms part of the Pedagogical ElectroAcoustic Resource Site project of the Music, Technology and Innovation Research Centre of De Montfort University Leicester. This thesis contributes to current research in music education and musicology related to electroacoustic music. The purpose of this research was to investigate the influence of teaching on the change in inexperienced listeners’ appreciation of electroacoustic music. A curriculum was developed to introduce electroacoustic music to 11 to 14 year old students (Key Stage 3). The curriculum was based on concepts distinguishing between electroacoustic music using (mainly) real-world sounds and generated sounds. The curriculum is presented in an online learning environment with an accompanying teacher’s handbook. The learning environment represents the prototype for the pedagogical ElectroAcoustic Resource Site offering online learning, blended learning and classroom-based learning. The website was developed following user-centred design; the curriculum was tested in a large-scale study including four Key Stage 3 classes within three schools in Leicester. In five lessons music using real-world sounds (soundscape and musique concrète) was introduced, which included the delivery of a listening training, independent research and creative tasks (composition or devising a role-play). The teaching design followed the methods of active, collaborative and self-regulated learning. Data was collected by using questionnaires, direct responses to listening experiences before and after the teaching, and summaries of the teaching written by the participants. Following a Qualitative Content Analysis, the results of the study show that the participants’ appreciation of electroacoustic music changed during the course of these lessons. Learning success could be established as well as a declining alienation towards electroacoustic music. The principal conclusion is that the appreciation of electroacoustic music can be enhanced through the acquiring of conceptual knowledge, especially through the enhancing of listening skills following the structured listening training as well as the broadening of vocabulary to describe the listening experience.

"Video games are more popular now than they have ever been, and the video game industry is on the verge of hitting its Golden Age (Diver, 2015). In 2015 alone, the video game industry is predicted to reach $91 billion in sales revenue (Nunnely, 2015). Video games have become a key element in today’s youth culture (Seel, 2001; Aarsand, 2007; Gee, 2007). With such a successful and culturally relevant medium at their disposal, pedagogues can use this form of entertainment as a gateway medium for educational instruction. This paper describes the progressive integration of technology in music education as well as the implications of using a non-traditional method of educational instruction through a video game. Focusing specifically on the instruction of music theory, several methods of instruction are examined. Past studies using video games as a medium to convey instruction are further examined. The development of an educational music theory video game is explored along with several development tools in its design. A randomized controlled trial was conducted in an undergraduate classroom where participants completed a series of activities using either the music theory video game prototype or a simulated method book application. The data suggests a significant improvement in each skill topic when using the video game and compares similarly to the simulated method book application."

Master of Science / Department of Computer Science / William H. Hsu / We present gestural music instruments and interfaces that aid musicians and audio engineers to express themselves efficiently. While we have mastered building a wide variety of physical instruments, the quest for virtual instruments and sound synthesis is on the rise. Virtual instruments are essentially software that enable musicians to interact with a sound module in the computer. Since the invention of MIDI (Musical Instrument Digital Interface), devices and interfaces to interact with sound modules like keyboards, drum machines, joysticks, mixing and mastering systems have been flooding the music industry. Research in the past decade gone one step further in interacting through simple musical gestures to create, shape and arrange music in real time. Machine learning is a powerful tool that can be smartly used to teach simple gestures to the interface. The ability to teach innovative gestures and shape the way a sound module behaves unleashes the untapped creativity of an artist. Timed music and multimedia programs such as Max/MSP/Jitter along with machine learning techniques open gateways to embodied musical experiences without physical touch. This master's report presents my research, observations and how this interdisciplinary field of research could be used to study wider neuroscience problems like embodied music cognition and human-computer interactions.

This research study investigates how music technology can enhance and develop the musical ideas of students, focusing on the creative processes involved in computer-assisted composition and multimedia composition. The study investigates the Creative Multimedia Music Project, a module of the Associate of Arts (Music) Degree where students are using computers as music workstations. The aims of the study are (a) to evaluate the use of music technology for composing; (b) to describe the creative process of composing and investigate how the students comprehend this; and (c) to analyze the relationship between the creative process of the musical treatment and the visual image in multimedia composition. The study is conducted in an exploratory, self-directed environment where the students make musical decisions about their compositions. From the preliminary survey, 10 out of 45 music-major students (Year Two) from the Associate Degree Music Program at the Hong Kong Institute of Education (HKIEd) were selected. Composition activities took place over 15 sessions. The first phase focused on computer-assisted composition and the second phase focused on multimedia composition. The students attended lectures on alternate weeks. This gave them enough time to compose in the laboratory or at home, allowing them to explore, make decisions, and evaluate decisions. Data were collected from four sources: (1) written reports including a musical analysis of the creative process, (2) one-to-one interviews conducted during and after the creative process (15 questions were asked in each phase), (3) self-reflective journals that students maintained during their creative process, and (4) MIDI file observations after the creative process had occurred. After data collection, commonalities between each of these data sources were analyzed. This highlighted that during the creative process, a developmental pattern emerged that extends Webster's model (2003) of creative thinking in music. The relationships between the findings and the lite rature review were articulated to reinforce the creative thinking model, trends, and perspectives from different sources. Through an analysis of these students' creative processes and the strategies they adopted while composing with music technology, research projects such as this one may provide composers, music technologists, and music educators with insights into how students approach the task of composing using music technology. The findings might prove as a useful guidance to music educators on how to structure computer-assisted composition and multimedia composition programs for different age groups from school to university.

I denna undersökning studeras hur digitala verktyg används på två högstadieskolor i årskurs 8 och hur dessa verktyg möjligtvis kan inverka på elevers musikskapande. Undersökningen är av kvalitativ art och grundar sig på deltagande observationer och semistrukturerade fokusgruppsintervjuer i projekt där elever på olika sätt skapar musik med digitala verktyg. Den genomsyras av ett medieekologiskt- och sociokulturellt perspektiv där empiri grundar sig på utsagor och erfarenheter från tio observationstillfällen och sex intervjuer. I undersökningen framkommer det att digitala verktyg används sällan och i begränsad omfattning i musikundervisningen på de två skolorna. Digitala verktyg erbjuder en direktlänk mellan det klingande ljudet och den visuella representationen, något som ligger i linje med tidigare forskning. Framstående i resultatet är också att flera av eleverna upplever att teknologin på olika sätt står i vägen för dem i musikskapandet. Undersökningen visar också att användandet av digitala verktyg skapar nya förutsättningar för musikskapande och samarbete och att teknologin möjliggör ett mer individanpassat musikskapande som motiverar fler elever. När vi använder digitala verktyg för att skapa, spara och kommunicera ett musikaliskt budskap visar undersökningen att eleverna blir beroende av dessa verktyg för att klara uppgiften. Tillgången till teknologin blir på så vis en förutsättning för att eleverna ska lyckas. Forskningsresultatet visar även att uppgiften som eleverna får inverkar och styr i deras val av produktioner, något som är avgörande för huruvida eleverna uppfattar de digitala verktygen som hjälpmedel i musikskapandet. Både lärare och elever i denna undersökning beskriver en rädsla och oro för en undervisning allt för präglad av digitala verktyg. De menar att det skulle minska utrymmet för ensemblespel och ta bort känslan i musiken som de får från att spela riktiga instrument tillsammans med andra.

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 2002. / Title from electronic submission form. Includes abstract and vita. Includes bibliographical references.

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