Music Tutor Research Articles

The Awareness and Proficiency of Tutors in using Software Programmes for Music Education at Methodist College of Education, Akim Oda

The establishment of an ultra-modern ICT laboratory at the Methodist College of Education, Akim Oda has propelled the need to introduce music students to computer and software programmes in music education. However, to make recommendations for the realization of this vision, this study considered the awareness and proficiency of the tutors in computer and software programmes in music education. This descriptive study described the views of music tutors about their awareness and proficiency in computer and software programmes. The results from this study disclosed that three out of the four music tutors at the Methodist College of Education, Akim Oda are strongly aware of computer software programmes for music education and are proficient in Finale and Perfect Ear software programmes. The study recommended that the college should organise workshops for the music tutors to be trained in software programmes for music creation and education, such as EarMaster, Auralia, Piano Teacher.

Teaching for the Digital Stage: Preparing Future Music Educators for the ICT-driven Classroom at Colleges of Education

As technology improves education, music educators face the challenge of adapting their teaching strategies to an increasingly digital and information and communication technology (ICT)-driven classroom. This qualitative study delves into the experiences and perspectives of music tutors and students at colleges of education, exploring how they perceive the integration of ICT tools into music education and the strategies employed to prepare future music educators for this digital stage. Based on constructivist and socio-cultural learning theories, this research employs a qualitative interview approach to capture the nuanced insights of music tutors and students. Through in-depth interviews, participants share their experiences, beliefs, and challenges related to the infusion of ICT in music education. The study examines the technological tools and platforms commonly employed and delves into the pedagogical shifts, opportunities, and obstacles that emerge within this new paradigm. Preliminary findings suggest that music tutors and students recognise the potential benefits of incorporating ICT into music education, such as enhanced student engagement, personalized learning, and access to a broader array of musical resources. However, challenges emerge, including the need for professional development, concerns about equity in access to technology, and the preservation of traditional music pedagogy in a digital context. Furthermore, the study explores how colleges of education are currently preparing future music educators for this digital transition. Analysis of the interview data uncovers various instructional strategies, including workshops, hands-on technology integration, and collaborative curriculum design. The research also highlights the role of mentorship and ongoing support in facilitating the successful integration of ICT tools into music education.

An empirical analysis of the evolution of piano performance skills based on big data

Abstract The current hotspots of empirical analysis of piano performance skills mainly focus on the recognition of single notes, and there are some limitations in recognition accuracy and noise resistance performance. In this paper, to address this problem, firstly, on the basis of big data, we propose to realize the segmentation of the music section and noise section based on the single-port limit energy difference method and perform note onset and stop detection for the music section based on LMS adaptive filtering algorithm, using the musical characteristics of piano to identify the energy jumping point, which effectively improves the accuracy of note onset and stop detection and avoids the situation of missing and wrong diagnosis. Then the piano piece was played as an example, and the scientific evaluation of the piano performance skills was made based on the results of the determination of note types. The results showed that the errors of the eight notes of the piece were 0.9%, 0.30%, 0.24%, 0.28%, 0.34%, 0.11%, 0.63% and 0.28%. The correct rate of determining the types of notes in the performance technique of the music was 100%, and the error of determining all notes was controlled within 1%. This study provides a reference standard for evaluating the quality of music performance and has broad application prospects in the fields of family leisure, music tutoring, etc.

TELAAH PASAL 338 -340 KUHP TENTANG PEMBUNUHAN BERENCANA (Analisis Pembunuhan Berencana Mahasiswa Universitas Surabaya Yang Di Masukkan Koper Lalu Dibuang oleh Guru Les Musik)

Some time ago, 22-year-old Angelina Natania, a University of Surabaya (Ubaya) student, became the victim of a murder. He was allegedly killed by Rochmat Bagus Apriyatna, who was his music tutor. However, there are other allegations that the perpetrator tried to control the victim's property. The victim's parents, Mr Bambang, said that the perpetrator deliberately approached his daughter to control his property. This allegation is based on the case of the loss of the vehicle registration certificate (STNK) for the victim's Xpander car. The formulation of the problem is as follows: How to study Article 338 of the Criminal Code and Article 340 regarding the determination of the offense of Murder in the Criminal Code? How can the judge decide on Article 340 of the Criminal Code regarding the offense of premeditated murder in the murder case of a University of Surabaya student? The type of research used in this study is normative legal research, which is a type of legal research obtained from literature studies, by analyzing a legal issue through laws and regulations, literature and other reference materials related to the Crime of Premeditated Murder.

Artificial intelligence assisted violin performance learning

While learning the violin has many benefits, some people don't have access to teachers. Furthermore, music students typically have a week in between lessons, during which time they lack guidance – feedback that can greatly improve performance – on their practice. Our study explores an “artificial music tutor” for assisting violinists. We aimed at detecting major solfège errors in instrumental play. We hypothesized that artificial intelligence (AI) algorithms Random Forest, K Nearest Neighbor, and Multilayer Perceptron would identify errors. We further hypothesized that Random Forest would perform the best given its viability across applications requiring classification tasks. To build the AI, we gathered violin recordings played correctly and with errors, which we translated into a featurized dataset. We trained AI algorithms to distinguish between correct and incorrect recordings using two datasets. The first dataset contained one correct recording and three incorrect intonation, rhythm, and tempo recordings per piece. We achieved 100% accuracy with Random Forest in detecting recordings. The second dataset contained two correct recordings and three incorrect intonation, rhythm, and tempo recordings per piece. The highest accuracy was 71.42% for distinguishing between both incorrect tempo vs. intonation with Random Forest and incorrect rhythm vs. intonation with Multilayer Perceptron. Our findings support our hypothesis that Random Forest is generally the most accurate algorithm. However, Multilayer Perceptron also achieved the highest accuracy for the second dataset, so we concluded it is suitable for identifying performance errors. This AI will assist musicians in practicing without a teacher, showing players where they can improve.

Towards building a Deep Learning based Automated Indian Classical Music Tutor for the Masses

• Addresses a humanitarian concern and presents a possible social innovation. • State-of-the-art Deep Learning techniques for music classification. • Deployed in a highly scalable, orchestrated, and containerized cloud environment. • A substantial literature survey. • Results are acceptably accurate. Music can play an important role in the well-being of the world. Indian classical music is unique in its requirement for rigorous, disciplined, expert-led training that typically goes on for years before the learner can reach a reasonable level of performance. This keeps many, including the first author of this paper, away from mastering the skill. The problem is particularly compounded in rural areas, where the available expertise may be limited and prohibitively expensive, but the interest in learning classical music still prevails, nevertheless. Machine Learning has been complementing, enhancing, and replacing many white-collar jobs and we believe it can help with this problem as well. This paper describes efforts at using Machine Learning techniques, particularly, Long Short-Term Memory for building a system that is a step toward provisioning an Indian Classical Music Tutor for the masses. The system is deployed in the cloud using orchestrated containerization for potential worldwide access, load balancing, and other robust features.

Determining the impact of the use of Kodály pedagogical approach (KPA) on teacher trainees’ performance (TTP) in basic music skills

This study sought to determine the impact of the use of the Kodály pedagogical approach (KPA) on teacher trainees' performance in basic music skills. The study was guided by Music Learning Theory by Gordon and complemented by the theory of Multiple Intelligences by Gardner. The study adopted mixed methods quasi-experimental research design. The target population was 344, comprising 341 teacher trainees in their second year and 3 college music tutors. Purposive sampling was used to draw participating tutors teaching music, while census sampling was used to select teacher trainees studying music in the second year. A sample of 3 tutors teaching music and 170 teacher trainees studying music in the second year participated in the study. Questionnaires, an interview schedule, and pre-test and post-test evaluations were used in the collection of data for the study. Frequencies, percentages and means were used to summarise and describe data, whereas Analysis of Variance (ANOVA) and T-test were used to establish the impact. The study concludes that the practical aspect of music in the PTE music curriculum should also be examined because Kenyan education is examination-based, and examination is used as a way of improving college pass rates. The study recommends more planning and preparation on the use of KPA by music tutors for continual improvement in music development in teacher training colleges. Aspects of KPA should be polished from time to time; for instance, music tutors' re-training should be ongoing.

Establishing the impact of using Orff pedagogical approach (OPA) on teacher trainees' performance (TTP) in basic music skills

This study aimed to establish the impact of the use of the Orff pedagogical approach (OPA) on teacher trainees' performance in basic music skills. The study was guided by Music Learning Theory by Gordon and complemented by the theory of Multiple Intelligences by Gardner. The study adopted mixed methods quasi-experimental research design. The selected experimental group was exposed to the music-based pedagogical approaches, while the control group continued with the traditional teaching approaches used by music tutors. Purposive sampling was used to draw participating tutors teaching music, while census sampling was used to select teacher trainees studying music in the second year. Questionnaires, an interview schedule, and pre-test and post-test evaluations were used in the collection of data for the study. Frequencies, percentages and means were used to summarise and describe data, whereas Analysis of Variance (ANOVA) and T-test were used to establish the impact. All hypotheses were tested at α = 0.05 level of significance. The study concludes that without adequate and functional music teaching and learning resources, it is very difficult to teach music effectively, particularly using OPA. The study recommends widening opportunities for continuous professional development. Continuous professional development facilitated by in-service courses and workshops would give music tutors the incentive and stimulus to explore a lifelong path in their profession.

Using Pitch Feature Matching to Design a Music Tutoring System Based on Deep Learning.

It is a challenge for the current music teaching system to carry out teaching according to the difference of score difficulty and realize automatic grading. Therefore, identifying the difficulty of music score according to pitch is the key to individualize music teaching resources. This paper summarizes and analyzes the problem of pitch feature extraction in music teaching. In the pitch extraction, the audio signal is divided into frames, and the feature matching of high-pitched content in music teaching resources is realized by smoothing the pitch sequence. In addition, the pitch feature extraction algorithm in MIDI music score files is proposed, and the pitch feature matching model is constructed. Finally, a music tutoring system based on pitch feature matching is designed, including a music score learning tool, overall structure of system, and interaction between teachers and students. Tutoring strategies include three main functions: learning suggestions of knowledge points, skills in practice and training, and learning path adjustment. This study is helpful to further improve the music teaching model and realize intelligent and personalized music learning.

Using ICT in the Teaching and Learning of Music in the Colleges of Education During a Pandemic Situation in Ghana

With the introduction of Information and Communication Technology (ICT) in education, teachers and students can now engage in teaching and learning in new ways. It has given schools the ability to ensure that teachers and students have access to instructional resources both in and out of the classroom. The goal of this article is to look into how music tutors and student teachers in Ghana used ICT technologies in music sessions, as well as the problems that virtual teaching and learning encountered during the Covid-19 pandemic. With a case study as the research design, a mixed method research paradigm was applied Data was gathered using methods such as interviews and questionnaires. Scheduled phone calls and Google forms were used to collect data. The study found that ICT methods were the best way to keep teaching and learning going during the covid 19 pandemic, when schools were temporarily locked down, but there were significant problems. As a result, it was suggested that all music tutors and student teachers receive some training in the use of ICT tools. At addition, authorities in Ghana's colleges of education should make virtual interaction a part of the educational process to eliminate distance as a barrier to learning.

Performance Evaluation and Management Method of Music Tutoring Schools Based on Analytic Hierarchy Process

On the basis of summarizing the relevant theories of performance management at home and abroad, the important role, significance, and development trend of performance management in music tutoring schools are analyzed. Starting from the actual management of music tutoring schools, taking a music tutoring school as an example, this article comprehensively analyzes the current situation of the school’s performance assessment. Considering that the constructed index system is a multilevel comprehensive index system, the analytic hierarchy process is used to give weight to the index. The calculation method and calculation steps are described in detail, and the weight of each index is obtained. Through the design and implementation of the school’s performance management system, solid theoretical and institutional support will be provided for the school to achieve sound development in the future. It is expected that the design of this performance can provide reference for such private schools in the country and promote the healthy and sustainable development of private training institutions in China. Let more schools and learners share the nectar and dividends brought by the system reform.

Towards Building an Automated Indian Classical Music Tutor for the Masses

Towards Building an Automated Indian Classical Music Tutor for the Masses

Deep symbolic processing of human-performed musical sequences

Artificial music tutors are needed for assisting a performer during his/her practice time whenever a human tutor is not available. But for these artificial tutors to be intelligent and fulfill the role of a music tutor, they have to be able to identify errors made by the performer while playing a musical sequence. This task is not a trivial one, since all musical activities are considered as open-ended domains. Therefore, not only there is no unique correct way of performing a musical sequence, but also the analysis made by the tutor has to consider the development level of the performer, the difficulty level of the performed musical sequence, and many other variables. This paper describes an ongoing research that uses cascading connected layers of symbolic processing as the core of a human-performed error identification and characterization module able to overcome the complexity of the studied open-ended domain.

A study on the Application of Computer Music in Mass Music Tutoring

Computer music occupies an important place in the field of musical art, a highly expressive and creative genre that opens up a whole new path for innovation in music production. With the continuous improvement of people’s living standard nowadays, more and more people begin to pay attention to the improvement of spiritual needs, and mass music culture is loved and recognized by people in this environment, and has been vigorously promoted. For the implementation of mass music tutoring, the application of computer music technology has an important role to play, not only to break the limitations of traditional culture, but also to enhance the musical ability and music literacy of the masses. This paper makes an in-depth study on this, firstly, it elaborates the concept of computer music, introduces the specific composition of computer music system, and finally discusses the application ways of computer music in the process of mass music tutoring with the actual situation.

An equal opportunity: Using technology to engage young people in Welsh music making

Through his work as a self-employed music tutor based in the coastal city of Swansea, the author has found that many young people can regard making music as a difficult or even impossible thing to achieve – whether this means playing guitar, producing music, composing a song, writing lyrics or singing. This article examines some of the techniques employed by the author to break down a range of social and personal barriers in students, using technology as a creative medium. It also outlines some of the success stories of participants who have engaged in his teaching programme.

An audiovisual interface-based drumming system for multimodal human–robot interaction

This paper presents a study of an audiovisual interface-based drumming system for multimodal human–robot interaction. The interactive multimodal drumming game is used in conjunction with humanoid robots to establish an audiovisual interactive interface. This study is part of a project to design robot and avatar assistants for education and therapy, especially for children with special needs. It specifically focuses on evaluating robot/virtual avatar tutors, tangible interaction devices, and mobile multimedia devices within a simple drumming-based interactive music tutoring game scenario. Several parameters, including the effect of the embodiment of the tutor/interface and the presence of feedback and training mechanisms, were the focus of interest. For that purpose, we created an interactive drumming game relying on turn-taking and imitation principles, in which a human user is able to play drums with a humanoid robot (Robotic Drum Mate). Three interactive scenarios with different experimental setups for humanoid robots and mobile devices were developed and tested. As a part of those scenarios, a system that enables drum strokes to be automatically detected and recognized using auditory cues was implemented and incorporated into the experimental framework. We verified the applicability and effectiveness of the proposed system in a drum-playing game with adult human test subjects by evaluating it both objectively and subjectively. The results showed that the physical robot tutor, the feedback and training mechanisms had a positive effect on the subjects’ performance and, as expected, although the physical medium is preferred, the virtual medium for drumming caused less failure.

Young Musicians' Learning of Expressive Performance: The Importance of Dialogic Teaching and Modeling

Until recently little was known through systematic research about effective teaching methods to enhance children's expressiveness in music performance. A previous experimental study indicated that a dialogic teaching approach, consisting of questions and dialogue, improves pupils' expressive performance. Developing from this, a participatory action research study was conducted with the following objectives: (1) To explore how dialogic teaching and learning of expressiveness can be used in weekly individual instrumental lessons; (2) to investigate whether instrumental tutors find a dialogic teaching approach useful for facilitating pupils' learning of expressiveness; and (3) to explore what other complementing instructional modes tutors would like to employ. (4) To investigate pupils' views on their learning of expressiveness; and (5) pupils' views on the instructional strategies used for teaching expressiveness. Five instrumental music tutors participated in this research with two or three of their pupils (11 girls in total, aged 8–15, playing various instruments) for 4 months. Pupils played in informal performance sessions at the start, middle, and end of the project. Lessons and performances were video-recorded. Music diaries, questionnaires and video-stimulated recall interviews were used to collect information about participants' views. Participating tutors used mainly dialogic teaching, modeling, and playing along with pupils. Tutors thought that teaching and learning expressiveness is a complex process wherein “everything is intertwined”; several methods can be used within a dialogic teaching approach for working on various teaching aims. Aural modeling combined with dialogic teaching was seen as especially useful. Pupils' accounts indicate that they had learned to think about the musical character and how to convey this in performance. Tutors' questions had stimulated pupils' reflection and raised their awareness of the musical meaning, while teachers' modeling had helped to build up an aural picture of the music which had facilitated pupils' learning. The dialogic teaching approach supported by modeling had generated improved expressiveness in lessons and contributed to a growing sense of achievement, confidence, self-efficacy, and musical agency. These findings demonstrate the importance of dialogic teaching supported by modeling for meaningful instrumental music education as this can stimulate pupils' thinking, thus facilitating their learning and enhancing their expressiveness.

The Role of Technology in Music Education: A Survey of Computer Usage in Teaching Music in Colleges of Education in The Volta Region, Ghana

The study sought to find out the role of computer technology in music education in Colleges of Education in the Volta Region of Ghana. It aimed at surveying the use of computer technology for teaching music and exploring the instructional prospects for computer technology usage in music in Colleges of Education. The study employed Rogers’ Diffusion Innovation theory and descriptive survey research method. Data was collected from the respondents using questionnaire, interview, and observation. The study revealed that even though about 90% of the music tutors have good academic qualification and over five years teaching experience, lack of competence in handling computer technology in teaching music among some music tutors and incoherent ICT initiatives hindered proper application of computer technology in the field of music education. It is however envisaged that increasing access and coherent computer technology initiatives will be paramount for the teaching of music in the Colleges of Education.

Technology in Music Education: A Survey of Computer Usage in Teaching Music in Selected Colleges of Education in Ghana

The study sought to find out the role of computer technology in music education in Colleges of Education in the Volta Region of Ghana. It aimed at surveying the use of computer technology for teaching music and exploring the instructional prospects for computer technology usage in music in Colleges of Education. The study employed Rogers’ Diffusion Innovation theory and descriptive survey research method. Data was collected from the respondents using questionnaire, interview, and observation. The study revealed that even though about 90% of the music tutors have good academic qualification and over five years teaching experience, lack of competence in handling computer technology in teaching music among some music tutors and incoherent ICT initiatives hindered proper application of computer technology in the field of music education. It is however envisaged that increasing access and coherent computer technology initiatives will be paramount for the teaching of music in the Colleges of Education. Keywords: COE DOI : 10.7176/JEP/11-3-15 Publication date: January 31 st 2020

Barriers and facilitators in implementing an exercise-based injury prevention program for string players.

Musicians are at risk of developing playing-related injuries/musculoskeletal problems - to the extent that several injury-prevention strategies have been employed by them. In order to ensure compliance and improve implementation strategies, this study explores the opinions of musicians and music tutors on the barriers and facilitators in implementing an injury prevention program for string players, and the perceptions of the first mentioned as to the practicality of such an exercise-based injury prevention program. This study employed a qualitative method (focus group discussion) to explore the opinions of musicians on exercise-based injury-prevention programs for string players and their implementation strategies. Content thematic analysis was used to analyze and interpret the data. Two music schools, with 11 musicians, participated in the study. The mean age and the mean years of experience of the participants were 28.2±6 years and 12.4±3.8 years respectively. The results of this study showed willingness in the musicians to adopt an exercise-based injury prevention program. However, the major challenge proved to be the time constraint of including an exercise program in the participants' normal practice and teaching routines. There is a willingness to explore possible exercise-based intervention programs to mitigate or prevent instrument-playing-related health problems. However, time constraints proved to be the major barrier to implementation. It was further concluded that consideration should be given to the duration of the intervention program and the mode to adopt in the implementation of the exercise program.