Which is unique in this respect, although recent sites, such as are promising), it is noticeable that theĬomputer-assisted music learning is USA-oriented - as it is more or Trying to explore similar links in Asia (to skip the African context, University of Canterbury ( ) as well as the Centre for New In Music Education and Sound Arts that seems to have found its Ltd ( ), The National Centre for Research This site is nicely complemented by MusicEd Have found on the www about music in elementary schools: The Online In New Zealand, there is one of the most thoughtfully conceived sites I If the The AustralasianĬomputer Music Association ( ) has a nice list of links forĬomputer-assisted music activities for Australia and New Zealand, here, The field of computer-assisted music learning.Īllow myself another geographical detour. (for instance, Leeds, Durham, Bath, York ,īristol, Stanford, among others) have highly developed activities in Laboratorio ( ), Audio Research Group ( gn/arg ), NOTAM ( ), Music, Mind Machine Group ( ).
Universitaru de l'audiovisual ( ), Akustiikan Psychoacustica en Elektronische Muziek ( ), Institute of Sonology ( mlIUA ), IXI net ( ), IUA - Institut Lab ( Laboratorio di informatica musicale ), IPEM - Instituut voor Medientechnologie ( ), Musikinformatik ( ), Institut für Musik und Akustik Musicale ( ), IRCAM - l' Institut de Recherche et CoordinationĪcoustique/Musique ( ), Zentrum für Kunst und Of similar activities also in this part of the globe: L'AFIM - l'Association Learning to that one in the USA, the following addresses show a number Despite the fact that there is inĮurope no comparable »know-how« market for computer-assisted music The EuropeanĬontext reveals a rather stiff posture if one tries to grasp theĬomputer-assisted music learning and teaching from a point of view as However,Ī glimpse to some non-American addresses seems welcome. Of the mentioned sites are American should not be a surprise. Last, the associations such as NAMM - National Association Is Music Education Research (Routledge), and at least, but not Sites above also a number of articles in the specialized journals, such Picture of the computer-assisted music learning one should add to the Music Education ( ), The Synthesis M.I.D.I workshop com Institute for Music Educators ( ), The National Association for ( 080/tdml ), Music Education Technology ( ), TI:ME - The Technology The computer facilities are a huge field of today's education, as theįollowing sites testify: Technological Directions in Music Learning What can be usefully adopted for the process of learning about music.
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Software we can reach through the mentioned sites is but a sample of ( ), musica.at ( ), AABACA ( ), Lentine's Music ( ), Academic Superstore ( ), Kelly's Music & Computer ( ), SoundTree ( /welcome.asp ), Imutus ( utus/index.htm ), The Sonic Spot ( ), Acredited Online Schools & Colleges ( etc. KBA software Ear Training and Music Theory ( Music Software Specialists ( ), The Computer Music project atĬarnegie Mellon University ( ~music ), Know Play Music Theory Software For instance: Music Education Resource Directory ( ), Educational Software Cooperative ( - closed in 2013 ), ( ), K-12 Resources for Music Educators And the www also enables us to gain more information aboutĬomputer-assisted music education of different aspects of music, ofĬourse not only of computer music, but of all music there is on this Out more about one of the central topoi of contemporary compositional The InternationalĪssociation ( ) is one of the main addresses to find Have become indispensable in composition as well as in education. Hardly a surprise (even to the somewhat older teachers) that today oneĬan hardly think of music without at least mentioning computers. Links were checked on 28 th February 2006. With, a short survey of the main internet addresses forĬomputer-assisted music learning and teaching seems necessary. The contents of music teaching much more elusive. Institutionally circumscribed, at least hypothetically, in IAMIC - InternationalĬentres ( ), are the »drawers« in which we keep That one can hardly see a reasonable end in the field ofĬomputer-assisted music learning. However, we should begin with consciousness Set of circumstances that are constantly changing as mutuallyĬomplementary or exclusive. Only) a young person to begin with? This is not only a question ofĬurricula and syllabi, but in the first place a question of a complex Music teacher is always, willy-nilly, exposed. Ungratefulness of searching for a suitable beginning for a subject thatĭoes not have an end is probably one of the weaknesses to which any