Computer Music Composition Using Crowdsourcing and Genetic Algorithms Jessica Faith Keup Nova Southeastern University, [email protected]
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An Application of Evolutionary Algorithms to Music: Co-Evolving Melodies and Harmonization Olav Andreas E Olseng Master of Science in Computer Science Submission date: June 2016 Supervisor: Bjørn Gamback, IDI Co-supervisor: Lars Bungum, IDI Norwegian University of Science and Technology Department of Computer and Information Science Olav Olseng An Application of Evolutionary Algorithms to Music: Co-Evolving Melodies and Harmonization Master of Science in Computer Science, May 2016 Supervised by Björn Gambäck Co-supervised by PhD Candidate Lars Bungum Artificial Intelligence Group Department of Computer and Information Science Faculty of Information Technology, Mathematics and Electrical Engineering Abstract Algorithmic composition is a field that is close to 60 years old, and has seen much research. Systems today are able to do a wide range of compositional tasks, ranging from simple melody generation to fully automated orches- tral composition. Systems for computer aided composition are becoming more and more common, either to evaluate music created by humans, or as generators of raw material to be used by composers. This Master’s Thesis describes a novel implementation of a multi-objective evolutionary algorithm, that is capable of generating short musical ideas consisting of a melody and abstract harmonization. The implementation is capable of creating these ideas based on provided material, or autonom- ously. Three automated fitness features were adapted to the model to evaluate the generated music during evolution, and a fourth was developed for ensuring harmonic progression. Four rhythmical pattern matching fea- tures were also developed. The implementation produced 21 pieces of music, under various config- urations, that were evaluated in a study. -
Gossett Dissertation
The Pennsylvania State University The Graduate School School of Music VALUES TO VIRTUES: AN EXAMINATION OF BAND DIRECTOR PRACTICE A Dissertation in Music Education by Jason B. Gossett © 2015 Jason B. Gossett Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy August, 2015 ii The dissertation of Jason B. Gossett was reviewed and approved* by the following: Linda Thornton Associate Professor, Music Education Dissertation Advisor Chair of Committee Richard Bundy Professor, Music Education Davin Carr-Chellman Assistant Professor, Adult Education Joanne Rutkowski Professor, Music Education Graduate Program Chair *Signatures are on file in the Graduate School iii ABSTRACT The purpose of this dissertation was to investigate the pedagogic values of band directors. Further, how these values are operationalized in the classroom and contribute to a director’s conception of the good life was examined. This dissertation contains the findings from three separate investigations. The purpose of the first investigation was to elicit and examine the pedagogic values of three band directors. I sought to understand their pedagogic values through observation, interviews, and examination of repertoire lists. The participants’ pedagogic values emerged as values of ends and of students. Directors identified undergraduate music education experiences, reflection, and teaching experiences as sources of their values. The purpose of my second investigation was to ascertain the values and sources of pedagogic values held by band directors and how contextual factors influence stasis or change in values. I used a descriptive survey design for this inquiry. Participants were band directors from six states representing the six National Association for Music Education regional divisions. -
Anexo:Premios Y Nominaciones De Madonna 1 Anexo:Premios Y Nominaciones De Madonna
Anexo:Premios y nominaciones de Madonna 1 Anexo:Premios y nominaciones de Madonna Premios y nominaciones de Madonna interpretando «Ray of Light» durante la gira Sticky & Sweet en 2008. La canción ganó un MTV Video Music Awards por Video del año y un Grammy a mejor grabación dance. Premios y nominaciones Premio Ganados Nominaciones Total Premios 215 Nominaciones 407 Pendientes Las referencias y notas al pie Madonna es una cantante, compositora y actriz. Nació en Bay City, Michigan, el 16 de agosto de 1958, y creció en Rochester Hills, Michigan, se mudó a Nueva York en 1977 para lanzar su carrera en la danza moderna.[1] Después haber sido miembro de los grupos musicales pop Breakfast Club y Emmy, lanzó su auto-titulado álbum debut, Madonna en 1983 por Sire Records.[2] Recibió la nominación a Mejor artista nuevo en el MTV Video Music Awards (VMA) de 1984 por la canción «Borderline». Madonna fue seguido por una serie de éxitosos sencillos, de sus álbumes de estudio Like a Virgin de 1984 y True Blue en 1986, que le dieron reconocimiento mundial.[3] Madonna, se convirtió en un icono pop, empujando los límites de contenido lírico de la música popular y las imágenes de sus videos musicales, que se convirtió en un fijo en MTV.[4] En 1985, recibió una serie de nominaciones VMA por sus videos musicales y dos nominaciones en a la mejor interpretación vocal pop femenina de los premios Grammy. La revista Billboard la clasificó en lista Top Pop Artist para 1985, así como en el Top Pop Singles Artist en los próximos dos años. -
The Relationship Between Music Participation and Mathematics
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Liberty University Digital Commons THE RELATIONSHIP BETWEEN MUSIC PARTICIPATION AND MATHEMATICS ACHIEVEMENT IN MIDDLE SCHOOL STUDENTS by Joshua Robert Boyd Liberty University A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University March, 2013 THE RELATIONSHIP BETWEEN MUSIC PARTICIPATION AND MATHEMATICS ACHIEVEMENT IN MIDDLE SCHOOL STUDENTS by Joshua Robert Boyd A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University, Lynchburg, VA March, 2013 APPROVED BY: Dr. Leonard Parker, Ed.D., Committee Chair Dr. Joan Fitzpatrick, Ph.D., Committee Member Dr. Laurie Barron, Ed.D., Committee Member Scott B. Watson, Ph.D., Associate Dean, Advanced Programs ii THE RELATIONSHIP BETWEEN MUSIC PARTICIPATION AND MATHEMATICS ACHIEVEMENT IN MIDDLE SCHOOL STUDENTS ABSTRACT Joshua Boyd. (under the direction of Dr. Leonard W. Parker) School of Education, Liberty University, March, 2013. A comparative analysis was used to study the results from a descriptive survey of selected middle school students in Grades 6, 7, and 8. Student responses to the survey tool was used to compare multiple variables of music participation and duration of various musical activities, such as singing and performing on instruments, to the mathematics results from Georgia Criterion-Referenced Competency Test (Georgia Department of Education, 2011. The results were analyzed with the use of the Pearson r correlation coefficient. The intensity of relationships was assessed with analysis of variance (ANOVA). A final t-test of means was conducted to compare the mathematics achievement of students, who reported that they participated in musical activities vs. -
Generative Genetic Algorithm for Music Generation
GGA-MG: Generative Genetic Algorithm for Music Generation Majid Farzaneh1 . Rahil Mahdian Toroghi1 1Media Engineering Faculty, Iran Broadcasting University, Tehran, Iran Abstract Music Generation (MG) is an interesting research topic today which connects art and Artificial Intelligence (AI). The purpose is training an artificial composer to generate infinite, fresh, and pleasurable music. Music has different parts such as melody, harmony, and rhythm. In this work, we propose a Generative Genetic Algorithm (GGA) to generate melody automatically. The main GGA uses a Long Short-Term Memory (LSTM) recurrent neural network as its objective function, and the LSTM network has been trained by a bad-to-good spectrum of melodies which has been provided by another GGA with a different objective function. Good melodies have been provided by CAMPIN’s collection. We also considered the rhythm in this work and experimental results show that proposed GGA can generate good melodies with natural transition and without any rhythm error. Keywords: Music Generation, Generative Genetic Algorithm (GGA), Long Short-Term Memory (LSTM), Melody, Rhythm 1 Introduction By growing the size of digital media, video games, TV shows, Internet channels, and home-made video clips, using the music has been grown as well to make them more effective. It is not cost-effective financially and also in time to ask musicians and music composers to produce music for each of the mentioned purposes. So, engineers and researchers are trying to find an efficient way to generate music automatically by machines. Lots of works have proposed good algorithms to generate melody, harmony, and rhythms that most of them are based on Artificial Intelligence (AI) and deep learning. -
A Genetic Algorithm for Generating Improvised Music
A Genetic Algorithm for Generating Improvised Music Ender Özcan, Türker Erçal Yeditepe University, Department of Computer Engineering, 34755 Kadıköy/İstanbul, Turkey Email: {eozcan|tercal}@cse.yeditepe.edu.tr Abstract. Genetic art is a recent art form generated by computers based on the genetic algorithms (GAs). In this paper, the components of a GA embedded into a genetic art tool named AMUSE are introduced. AMUSE is used to gen- erate improvised melodies over a musical piece given a harmonic context. Population of melodies is evolved towards a better musical form based on a fit- ness function that evaluates ten different melodic and rhythmic features. Per- formance analysis of the GA based on a public evaluation shows that the objec- tives used by the fitness function are assembled properly and it is a successful artificial intelligence application. 1 Introduction Evolutionary art allows the artists to generate complex computer artwork without a need to delve into the actual programming used. This can be provided by creative evolutionary systems. Such systems are used to aid the creativity of users by helping them to explore the ideas generated during the evolution, or to provide users new ideas and concepts by generating innovative solutions to problems previously thought to be only solvable by creative people [1]. In these systems, the role of a computer is to offer choices and a human is to select one. This can be achieved in two ways. The choices of the human(s) can be used interactively or can be specified before and get autonomous results without interaction with the computer. -
Affective Evolutionary Music Composition with Metacompose
Noname manuscript No. (will be inserted by the editor) Affective Evolutionary Music Composition with MetaCompose Marco Scirea · Julian Togelius · Peter Eklund · Sebastian Risi Received: date / Accepted: date Abstract This paper describes the MetaCompose music generator, a composi- tional, extensible framework for affective music composition. In this context 'af- fective' refers to the music generator's ability to express emotional information. The main purpose of MetaCompose is to create music in real-time that can ex- press different mood-states, which we achieve through a unique combination of a graph traversal-based chord sequence generator, a search-based melody genera- tor, a pattern-based accompaniment generator, and a theory for mood expression. Melody generation uses a novel evolutionary technique combining FI-2POP with multi-objective optimization. This allows us to explore a Pareto front of diverse so- lutions that are creatively equivalent under the terms of a multi-criteria objective function. Two quantitative user studies were performed to evaluate the system: one focusing on the music generation technique, and the other that explores va- lence expression, via the introduction of dissonances. The results of these studies demonstrate (i) that each part of the generation system improves the perceived quality of the music produced, and (ii) how valence expression via dissonance produces the perceived affective state. This system, which can reliably generate affect-expressive music, can subsequently be integrated in any kind of interactive application (e.g. games) to create an adaptive and dynamic soundtrack. Keywords Evolutionary computing, genetic algorithm, music generation, affective music, creative computing Contents 1 Introduction . 2 2 Background . -
Peter Kasule
Artistic Director & Master of Ceremonies Peter Kasule The Company Brian Aine Yudaya Nabbanja Solace Ataho Noeline Nabesezi Jimmy Ayo Faith Ruth Nabukenya Rajab Basoga Joyce Nagujja Joseph Chan Mary Nakabuubi Faith Kansiime Percy Nakaggwa Daniel Kasata Donatina Nakimuli Anthony Kiranda Miriam Namala Sharon Kyomugisha Maria Namanda George Lukwago Brian Odong Moses Mudiope Mukusin Wasswa Lighting Design by Dan Ozminkowski Produced by Empower African Children Alexis Hefley, Founder & President www.EmpowerAfricanChildren.org The 2012 Spirit of Uganda Tour is presented by arrangement with Lisa Booth Management, Inc. Running Time One hour and 45 minutes inclusive of one 15-minute intermission. Program and cast subject to change. The taking of photographs or other recording in any media is prohibited. Spirit of Uganda 2012 Program page 1 of 13 Director’s Note Dance and music in Africa are the Breath of Life. The deeper we breathe, the longer we live, and the more diverse and culturally rich we become. The beauty of African dance and music lies in the authenticity of our embedded traditions that are carried from one generation to another. Like our elders and ancestors before us, our creative legacy will be added to this long history when we take our last breaths. African music is nearly always coupled with some other art form, such as poetry, ritual or dance. All of these art forms are rooted in rhythm. Through interaction and creativity our culture is constantly moving, growing and changing. And together, they reveal the African life and soul. More than 50 distinct ethnic groups contribute to Uganda’s rich culture and while modern borders are fixed, these cultures spill out across traditional territories into neighboring countries. -
Integration of Non-Parametric Fuzzy Classification with an Evolutionary-Developmental Framework to Perform Music Sentiment-Based Analysis and Composition
Integration of Non-Parametric Fuzzy Classification with an Evolutionary-Developmental Framework to perform Music Sentiment-based Analysis and Composition Ralph Abboud1 and Joe Tekli2 Lebanese American University (LAU), School of Engineering, E.C.E. Dept. Byblos Campus, 36 Byblos, Lebanon Abstract. Over the past years, several approaches have been developed to create algorithmic music composers. Most existing solutions focus on composing music that appears theoretically correct or interesting to the listener. However, few methods have targeted sentiment-based music composition: generating music that expresses human emotions. The few existing methods are restricted in the spectrum of emotions they can express (usually to two dimensions: valence and arousal) as well as the level of sophistication of the music they compose (usually monophonic, following translation-based, predefined templates or heuristic textures). In this paper, we introduce a new algorithmic framework for autonomous Music Sentiment-based Expression and Composition, titled MUSEC, that perceives an extensible set of six primary human emotions (e.g., anger, fear, joy, love, sadness, and surprise) expressed by a MIDI musical file, and then composes (creates) new polyphonic, (pseudo) thematic, and diversified musical pieces that express these emotions. Unlike existing solutions, MUSEC is: i) a hybrid crossover between supervised learning (SL, to learn sentiments from music) and evolutionary computation (for music composition, MC), where SL serves at the fitness function of -
Rhythmic Priming and Audio–Motor Training Affect Speech Perception
Acta Psychologica 155 (2015) 43–50 Contents lists available at ScienceDirect Acta Psychologica journal homepage: www.elsevier.com/ locate/actpsy Bridging music and speech rhythm: Rhythmic priming and audio–motor training affect speech perception Nia Cason a,b,⁎, Corine Astésano c,d,1, Daniele Schön a,b,2 a Aix-Marseille Université, Institut de Neurosciences des Systèmes, Marseille, France b INSERM, U1106, Marseille, France c UMR 7309, Laboratoire Parole et Langage, CNRS & Aix-Marseille University, 5 avenue Pasteur, 13006 Aix-en-Provence, France d EA 4156, U.R.I. Octogone-Lordat, 5 allées Antonio Machado, 31058 Toulouse Cedex 09, France article info abstract Article history: Following findings that musical rhythmic priming enhances subsequent speech perception, we investigated Received 25 June 2014 whether rhythmic priming for spoken sentences can enhance phonological processing – the building blocks of Received in revised form 1 December 2014 speech – and whether audio–motor training enhances this effect. Participants heard a metrical prime followed Accepted 3 December 2014 by a sentence (with a matching/mismatching prosodic structure), for which they performed a phoneme detec- Available online xxxx tion task. Behavioural (RT) data was collected from two groups: one who received audio–motor training, and one who did not. We hypothesised that 1) phonological processing would be enhanced in matching conditions, Keywords: – Speech and 2) audio motor training with the musical rhythms would enhance this effect. Indeed, providing a matching Music rhythmic prime context resulted in faster phoneme detection, thus revealing a cross-domain effect of musical Prosody rhythm on phonological processing. In addition, our results indicate that rhythmic audio–motor training Metre enhances this priming effect. -
Listening to Audiences: a Critical Analysis of Participation in Classical Music Education and Outreach Projects Anahi Ravagnani
Listening to audiences: A critical analysis of participation in classical music education and outreach projects Anahi Ravagnani Submitted in accordance with the requirements for the degree of Doctor of Philosophy The University of Leeds School of Performance and Cultural Industries November 2020 - ii - The candidate confirms that the work submitted is her own and that appropriate credit has been given where reference has been made to the work of others. This copy has been supplied on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement. The right of Anahi Ravagnani to be identified as author of this work has been asserted by her in accordance with the Copyright, Designs and Patents Act 1988. © 2020 The University of Leeds and Anahi Ravagnani - iii - Acknowledgements This PhD study would not have been possible without funding from the School of Performance and Cultural Industries, University of Leeds, which I gratefully acknowledge. My deepest gratitude goes to my inspiring supervisors, Dr Adam Strickson and Professor Ben Walmsley, who went above and beyond in their roles. Thank you for generously sharing your knowledge, for challenging me intellectually and for guiding me throughout the PhD journey with patience, serenity and kindness. Thank you to Fiona Harvey, Education and Youth Ensembles Consultant for the Association of British Orchestras for the constant encouragement, and also for introducing me to the Education Directors of the partner organisations in this study. To Jacqui Cameron and Steve Pickett, Education Directors for Opera North and The Hallé Orchestra – thanks for understanding the importance of this study and for allowing me to conduct the research within your organisations. -
LISTENING to MUSIC in the FIRST THREE GRADES of PRIMARY SCHOOL Dr
Metodički obzori 9 (2014)1, No. 19 Listening to music in the first three grades... Received: 22.6.2012. Reviewed paper UDK: 78.073-057.874”465.06/.09” LISTENING TO MUSIC IN THE FIRST THREE GRADES OF PRIMARY SCHOOL dr. sc. Jasna Šulentić Begić The Teacher Faculty in Osijek [email protected] mag. Katarina Tomljanović Primary School Hugo Badalić [email protected] ABSTRACT Since school year 2006-2007 music lessons in primary schools have been carried out by the open model, which considers the music field of listening to music as a default activity. In fact, only active listening to quality music can empower pupils to critical and aesthetic evaluation of music and that is how they become competent users of musical culture. This paper reviews the thinking of different authors about listening to music as a teaching area and also research that was conducted in three different elementary schools in the city of Slavonski Brod during March 2012. In every elementary school music class- es were observed in the first, second and third grade. Systematic observation led to the conclusion that some teachers still do not access to activity of listening to music in the artistic and aesthetic way, and that the music lessons continue to contain many tasks that are non-musical so pupils are encouraged to imagine non-musical content while listen- ing to music, although the music itself is non-display art. It is important that teachers are aware of this fact so pupils can develop musical taste and a critical attitude towards music from an early age, which is the ultimate aim of teaching music.