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Analizador Tonal De Software Libre UNIVERSIDAD NACIONAL DE EDUCACIÓN A DISTANCIA ESCUELA TÉCNICA SUPERIOR DE INGENIERÍA INFORMÁTICA ANALIZADOR TONAL EN SOFTWARE LIBRE Proyecto de Fin de Carrera JUAN CARLOS DE LA FUENTE CÓRDOBA Dirigido por: MIGUEL RODRÍGUEZ ARTACHO Curso: CURSO 2009-2010 ANALIZADOR TONAL EN SOFTWARE LIBRE Proyecto de Fin de Carrera de modalidad Oferta Específica Realizado por: JUAN CARLOS DE LA FUENTE CÓRDOBA Dirigido por: MIGUEL RODRÍGUEZ ARTACHO Tribunal calificador: Presidente: D./Da. ...................................................................................................................... Secretario: D./Da. ....................................................................................................................... Vocal: D./Da. ............................................................................................................................. Fecha de lectura y defensa: ........................................................................................................ Calificación: .............................................................................................................................. Resumen En la música occidental tradicional, o Música Tonal, la armonía estudia la simultaneidad sonora de agrupaciones de notas, conocidas como acordes. La Música Tonal se basa en crear sonidos a partir de un conjunto de reglas consolidadas a lo largo de varios siglos de tradición musical. En el proceso de enseñanza de la música, abordar la armonía representa un salto cualitativo en complejidad para el alumno. Mientras que en la melodía se tratan los sonidos secuenciales, en la armonía se tratan en paralelo. Esto implica ejercitar la mente para superar la consabida dificultad humana de representación de la simultaneidad. El alumno debe asimilar las reglas sintácticas de los acordes individuales y, además, aprender las reglas de enlace entre acordes sucesivos. Adquirir estas habilidades requiere repetir numerosos ejercicios. Disponer de ejercicios variados y de un tutor para corregirlos puede resultar complicado. La pedagogía de la armonía se basa en la "realización en cuatro partes", donde los acordes están formados por 4 notas, o voces, una de ellas repetida. Aquí aparecen una complejidad añadida: las notas de un acorde se disponen en la escala de forma consecutiva, sumando una distancia de 2 notas a la anterior, pero se permiten ciertas licencias: inversiones, añadido de octavas, e incluso omisiones. La justificación del uso del ordenador como apoyo a los ejercicios de armonía se basa en las siguientes consideraciones: • Dificultad intrínseca de los ejercicios de armonía, y la consiguiente conveniencia de herramientas de corrección automatizada. • Viabilidad de expresar formalmente las reglas de la armonía. • Necesidad de seleccionar y adaptar las reglas aplicadas para adaptarse al nivel del alumno y también para manejar la subjetividad de muchas reglas. • Escasa disponibilidad de tutores humanos cualificados En este proyecto se propone el estudio y la realización de una aplicación informática, integrable en una plataforma de aprendizaje musical, que realice la función de reconocer y analizar los acordes introducidos por el alumno, y corregirlos en función de las reglas de la armonía tonal clásica, mostrando indicaciones sobre los errores cometidos. i LenMus es una aplicación de software libre para aprendizaje musical que permite crear libros interactivos en los que la teoría musical se intercala con ejercicios. Estos ejercicios presentan aspectos muy destacables, relacionados con su dinamismo: son configurables y aleatorios, por lo que el profesor los puede adaptar y el alumno puede disponer de una infinita variedad. Además, es destacable el seguimiento y evaluación de los resultados del alumno. Para el analizador construido, LenMus ha aportado una extensa infraestructura para realizar tareas auxiliares de procesamiento musical. Los resultados han sido enormemente satisfactorios. Se ha conseguido el objetivo principal de reconocer y analizar los acordes de una partitura, y se ha integrado el analizador con el editor de partituras de LenMus. Además se ha conseguido sintetizar secuencias correctas de acordes, lo que se ha utilizado para la creación de ejercicios para reconocer y completar acordes previamente generados por la aplicación. ii Lista de palabras clave Se refleja el contenido del proyecto con el fin de facilitar su almacenamiento y recuperación en un sistema de búsqueda de bibliografía. Principales Música, armonía, acordes, automatizado, análisis, reconocimiento, generación. Secundarias Musical, progresión, armónica, reglas, LenMus, enseñanza, partituras, procesamiento, ejercicios, intervalos, MIR. Patrones Acordes-reconocer, acordes-analizar, analizador-armonía, sistema-tonal, procesamiento-automatizado. iii Summary In classical western music, so-called "tonal music", harmony deals with groups of simultaneous notes: the chords. Creating tonal music requires to follow a standard set of rules, consolidated through several centuries of tradition. Within the music teaching, learning harmony represents a quantum leap in difficulty for the student; while in melody the notes are processed sequentially, in harmony they are managed in parallel. This implies to overcome the well-known human difficulty of representing concurrency. The student is expected to learn the syntactical rules of individual chords as well as the progression rules that control how to link successive chords. Acquiring these skills requires extensive and intensive drilling and practice. The availability of an adequate human tutor for helping in this task might be difficult or even sometimes impossible. Although the chord creation may seem simple (basically adding an interval to the preceding note), the processing of chords becomes complicated because of the exceptions such as notes repetition, inversions, octave addition or elisions. The intrinsic difficulty of correcting the harmony exercises is one of the main reasons that justify the use of the computer for this task. Besides, the fact that harmony rules are easily formalized, and the necessity of customizing the rules (to suit the student's level and also to manage the subjectivity of many rules), are other significant motivations. This work proposes the study and implementation of a software application, integrated into a musical learning platform that performs the recognition and analysis the chord in a score, according to the rules of classical tonal harmony. LenMus is an interactive, extensible and customizable music education application that allows to create eBooks that combine theory with exercises, which can be randomly generated and also configured, allowing the professor tailor it and the student to have an infinite variety. Tools for monitoring and evaluating the results of the student are also included. iv LenMus application is completely open and free (GPL-licensed). In addition, it provides an extensive auxiliary infrastructure for processing scores and managing exercises, which allows to concentrate efforts on the task of chords processing. The results can be considered a remarkable success. No only has it been achieved the initial objective of recognizing and analyzing chords, but it also has been possible to build up correct sequences of chords. This functionality has been applied to exercises of several types, such as chord identification, chord completion and chord notation. v Keywords The following keywords reflect the contents of this work in order to facilitate the automatic processing in an automated bibliographic search system. Main words Music, harmony, chords, automated, analysis, recognition, generation. Secondary words Musical, progression, harmonic, rules, LenMus, scores, teaching, exercises, intervals, MIR. Patterns Chord recognition, chord analysis, harmony analyzer, tonal music, automated music processing, music annotation, music information retrieval. vi Índice de contenido 1 Planteamiento del problema..........................................................................................1 1.1 Objetivos.................................................................................................................1 1.2 Motivación..............................................................................................................5 1.3 Dificultades previstas..............................................................................................8 2 Contexto.......................................................................................................................11 2.1 Software libre........................................................................................................11 2.2 Software musical...................................................................................................15 2.3 Software educativo................................................................................................66 2.4 Perspectiva integradora.........................................................................................81 3 Desarrollo....................................................................................................................83 3.1 LenMus.................................................................................................................83 3.2 Metodología de desarrollo..................................................................................103 3.3 Problemas encontrados.......................................................................................110
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