This book addresses the question of how musicians are influenced by their room acoustical environment when playing on a concert hall stage. Even though the concept of adapting a music performance to room acoustics is often taken for granted by musicians, it is unclear if and how such adjustments take place in practice and which aspects of room acoustics play a role in this context. Empirical investigations in both real-world and simulated concert halls are presented in the book to shed light on the question. A case study with a cellist performing in European concert halls as well as a laboratory study with musicians playing in virtual room acoustical environments simulated by means of dynamic binaural synthesis were conducted. Both investigations make use of room acoustical computer models to determine the room acoustical conditions typically encountered by musicians on stage. Software-based performance analysis is employed to quantify musically and perceptually relevant aspects of performance. The influence of diverse room acoustical parameters on numerous performance characteristics is investigated with the statistical methods of multilevel regression models.
Sound, devoid of meaning, would not matter to us. It is the information sound conveys that helps the brain to understand its environment. Sound and its underlying meaning are always associated with time and space. There is no sound without spatial properties, and the brain always organizes this information within a temporal–spatial framework. This book is devoted to understanding the importance of meaning for spatial and related further aspects of hearing, including cross-modal inference. People, when exposed to acoustic stimuli, do not react directly to what they hear but rather to what they hear means to them. This semiotic maxim may not always apply, for instance, when the reactions are reflexive. But, where it does apply, it poses a major challenge to the builders of models of the auditory system. Take, for example, an auditory model that is meant to be implemented on a robotic agent for autonomous search-&-rescue actions. Or think of a system that can perform judgments on the sound quality of multimedia-reproduction systems. It becomes immediately clear that such a system needs • Cognitive capabilities, including substantial inherent knowledge • The ability to integrate information across different sensory modalities To realize these functions, the auditory system provides a pair of sensory organs, the two ears, and the means to perform adequate preprocessing of the signals provided by the ears. This is realized in the subcortical parts of the auditory system. In the title of a prior book, the term Binaural Listening is used to indicate a focus on sub-cortical functions. Psychoacoustics and auditory signal processing contribute substantially to this area. The preprocessed signals are then forwarded to the cortical parts of the auditory system where, among other things, recognition, classification, localization, scene analysis, assignment of meaning, quality assessment, and action planning take place. Also, information from different sensory modalities is integrated at this level. Between sub-cortical and cortical regions of the auditory system, numerous feedback loops exist that ultimately support the high complexity and plasticity of the auditory system. The current book concentrates on these cognitive functions. Instead of processing signals, processing symbols is now the predominant modeling task. Substantial contributions to the field draw upon the knowledge acquired by cognitive psychology. The keyword Binaural Understanding in the book title characterizes this shift. Both books, The Technology of Binaural Listening and the current one, have been stimulated and supported by AABBA, an open research group devoted to the development and application of models of binaural hearing. The current book is dedicated to technologies that help explain, facilitate, apply, and support various aspects of binaural understanding. It is organized into five parts, each containing three to six chapters in order to provide a comprehensive overview of this emerging area. Each chapter was thoroughly reviewed by at least two anonymous, external experts. The first part deals with the psychophysical and physiological effects of Forming and Interpreting Aural Objects as well as the underlying models. The fundamental concepts of reflexive and reflective auditory feedback are introduced. Mechanisms of binaural attention and attention switching are covered—as well as how auditory Gestalt rules facilitate binaural understanding. A general blackboard architecture is introduced as an example of how machines can learn to form and interpret aural objects to simulate human cognitive listening. The second part, Configuring and Understanding Aural Space, focuses on the human understanding of complex three-dimensional environments—covering the psychological and biological fundamentals of auditory space formation. This part further addresses the human mechanisms used to process information and interact in complex reverberant environments, such as concert halls and forests, and additionally examines how the auditory system can learn to understand and adapt to these environments. The third part is dedicated to Processing Cross-Modal Inference and highlights the fundamental human mechanisms used to integrate auditory cues with cues from other modalities to localize and form perceptual objects. This part also provides a general framework for understanding how complex multimodal scenes can be simulated and rendered. The fourth part, Evaluating Aural-scene Quality and Speech Understanding, focuses on the object-forming aspects of binaural listening and understanding. It addresses cognitive mechanisms involved in both the understanding of speech and the processing of nonverbal information such as Sound Quality and Quality-of- Experience. The aesthetic judgment of rooms is also discussed in this context. Models that simulate underlying human processes and performance are covered in addition to techniques for rendering virtual environments that can then be used to test these models. The fifth part deals with the Application of Cognitive Mechanisms to Audio Technology. It highlights how cognitive mechanisms can be utilized to create spatial auditory illusions using binaural and other 3D-audio technologies. Further, it covers how cognitive binaural technologies can be applied to improve human performance in auditory displays and to develop new auditory technologies for interactive robots. The book concludes with the application of cognitive binaural technologies to the next generation of hearing aids.
Body and space refer to vital and interrelated dimensions in the experience of sounds and music. Sounds have an overwhelming impact on feelings of bodily presence and inform us about the space we experience. Even in situations where visual information is artificial or blurred, such as in virtual environments or certain genres of film and computer games, sounds may shape our perceptions and lead to surprising new experiences. This book discusses recent developments in a range of interdisciplinary fields, taking into account the rapidly changing ways of experiencing sounds and music, the consequences for how we engage with sonic events in daily life and the technological advancements that offer insights into state-of-the-art methods and future perspectives. Topics range from the pleasures of being locked into the beat of the music, perception–action coupling and bodily resonance, and affordances of musical instruments, to neural processing and cross-modal experiences of space and pitch. Applications of these findings are discussed for movement sonification, room acoustics, networked performance, and for the spatial coordination of movements in dance, computer gaming and interactive artistic installations.
The two-volume 'Oxford Handbook of Music Performance' provides the most comprehensive and authoritative resource for musicians, educators and scholars currently available. It is aimed primarily for practicing musicians, particularly those who are preparing for a professional career as performers and are interested in practical implications of psychological and scientific research for their own music performance development; educators with a specific interest or expertise in music psychology, who will wish to apply the concepts and techniques surveyed in their own teaching; undergraduate and postgraduate students who understand the potential of music psychology for informing music education; and researchers in the area of music performance who consider it important for the results of their research to be practically useful for musicians and music educators.
There is growing recognition and understanding of music’s fundamentally spatial natures, with significances of space found both in the immediacy of musical practices and in connection to broader identities and ideas around music. Whereas previous publications have looked at connections between music and space through singular lenses (such as how they are linked to ethnic identities or how musical images of a city are constructed), this book sets out to explore intersections between multiple scales and kinds of musical spaces. It complements the investigation of broader power structures and place-based identities by a detailed focus on the moments of music-making and musical environments, revealing the mutual shaping of these levels. The book overcomes a Eurocentric focus on a typically narrow range of musics (especially European and North American classical and popular forms) with case studies on a diverse set of genres and global contexts, inspiring a range of ethnographic, text-based, historical, and practice-based approaches.
This book constitutes the refereed proceedings of the 14th International Symposium on Perception, Representations, Image, Sound, Music, CMMR 2019, held in Marseille, France, in October 2019. The 46 full papers presented were selected from 105 submissions. The papers are grouped in 9 sections. The first three sections are related to music information retrieval, computational musicology and composition tools, followed by a section on notations and instruments distributed on mobile devices. The fifth section concerns auditory perception and cognition, while the three following sections are related to sound design and sonic and musical interactions. The last section contains contributions that relate to Jean-Claude Risset's research.
What is it that drives people to undertake music research? Such interest frequently grows from on-the-ground experiences as learners, performers, facilitators, composers, arts administrators, and educators. It can emerge, for example, from music teachers trying out new teaching methods, performers wishing to know more about how to improvise effectively, educators pursuing the most effective ways to structure music curricula, musicians aiming to explain why their music enhances wellbeing among different groups of people, and orchestral managers seeking to promote and protect the health of their players. At the heart of all of these enquiries lies a question of some sort, and it is these research questions that determine the direction of the research to be undertaken. Performing Music Research is a comprehensive guide to planning, conducting, analyzing, and communicating research in music performance. The book examines the approaches and strategies that underpin research in music education, psychology, and performance science. It reviews the knowledge and skills needed to critique existing studies in these fields and to design and carry out new investigations. Perspectives on qualitative, quantitative, and multistrategy methodologies are highlighted across the book in ways that help aspiring researchers bring precision to their research questions, select methods that are appropriate for addressing their questions, and apply those methods systematically and rigorously. Each chapter contains a study guide, comprising a chapter summary, a list of keywords, and suggestions for further discussion, and the book concludes with a resources section, including a glossary and supplementary material to support advanced statistical analysis. The book''s companion website provides information designed to facilitate access to original research and to test knowledge and understanding.
This book fills a gap between theory and creativity in musicianship. This frequently observed gap fixes theory as a rigidified level of thought, where creativity is excluded from a canonized corpus of ideas. Creativity, on the other hand, is preconceived as a theory-less, wild activity that blossoms while performing pre-composed musical structures. This book provides a discussion of the creative drive in theory and theory-inspired thoughts while understanding how these ideas shape performance. The future of music is only as limited as one’s imagination, and, to this end, the text illuminates examples of creative musicianship.
There is at present no publication specifically dedicated to analyzing the philosophical implications of augmented reality, especially regarding knowledge formation, which constitutes a fundamental trait of knowledge society. That is why this volume includes an analysis of the applications and implications of augmented reality. While applications cover diverse fields like psychopathology and education, implications concern issues as diverse as negative knowledge, group cognition, the internet of things, and ontological issues, among others. In this way, it is intended not only to generate answers, but also, to draw attention to new problems that arise with the diffusion of augmented reality. In order to contemplate these problems from diverse perspectives, the auhors are from a variety of fields - philosophy, computer sciencess, education, psychology, and many more. Accordingly, the volume offers varied and interesting contributions which are of interest to professionals from multiple disciplines.
Trying to understand the complex interplay between effective learning and personal experience is one of the main challenges for instrumental music education. Much of the research that focuses on effective learning outcomes often adopts experimental methodologies that do not allow for a thorough examination of the subjective and social processes that accompany each student's musical journey; on the contrary, contributions dedicated to the detailed analysis of the learners' lived experience often do not offer generalizable outcomes to different types of learning and teaching.
