For Jan Plass‘ class on research in games for learning, I’m working on an experiment testing the effects of game soundtracks on cognitive performance. The game in question is All You Can ET, developed by the NYU CREATE Lab.
Here’s the music:
You’re hearing four versions of the basic 32-bar loop: fast major, fast minor, slow major, and slow minor. We’ll be playtesting each of these versions to see how (or whether) they affect game performance.
Note-taking for Research on Games and Simulations with Jan Plass
In this post I’m summarizing some writing about the foundations of research on games for learning. It’s a dry topic, so to enliven it I’ve included a bunch of screencaps from Mega Man 2. They have nothing to do with anything, but they look cool.
Plass, J.L., Homer, B.D., & Kinzer, C. (2015). Foundations of Game-based Learning. Special Issue on Game-based Learning, Educational Psychologist, 50(4), 258–283.
What is a game exactly? One definition: “a system in which players engage in an artificial conflict, defined by rules, that results in a quantifiable outcome” (Salen & Zimmerman 2004, 80). Gamification is the grafting of points and stars onto existing tasks, like completing your boring homework. By contrast, game-based learning is more like Logical Journey of the Zoombinis – organically placing learning activities into a conflict structure to make them interesting and engaging.
The Steve Reich Clapping Music app turns a minimalist classical work into a rhythm game. This is a cool idea, but even better, the app is also fun, addictive and SUPER HARD. When’s the last time you heard something related to classical music described as “fun” and “addicting”?
I contributed a chapter to a soon-to-be-released book, Learning, Education and Games (Volume One): Curricular and Design Considerations. I wrote about the potential value of video games in music education. The book will be out in October 2014. Here’s the table of contents.
We’re having a launch party on October 9th at the NYU Game Center, with a panel on games, featuring the contributors to the series. In addition to myself, the panelists will include Elena Bertozzi and Gabriela Richard. The book’s editor, Karen Schrier, will be moderating.
Update: here’s a drawing of Elena, Gabriela, Karen and myself by Jay Boucher.
Can the computer be an improvisation partner? Can it generate musical ideas of its own in real time that aren’t the product of random number generators or nonsensical Markov chains?
In Joel Chadabe‘s “Settings For Spirituals,” he uses pitch-tracking to perform various effects on a recording of a singer: pitch shifting, chorus, reverb. The result is effectively an avant-garde remix. It isn’t exactly my speed, but I like the spirit of the piece – remixing existing recordings is a central pillar of current interactive electronic music. I’m less taken with Chadabe’s 1978 “Solo” for Synclavier controlled by theremin. The idea of dynamically controlling a computer’s compositions is an intriguing one, and I like the science-fictional visual effect of using two giant theremin antennae to control note durations, and to fade instrumental sounds in and out. Chadabe set the Solo system up to intentionally produce unpredictable results, giving the feeling of an improvisational partner. He describes “Solo” as being “like a conversation with a clever friend.” Who wouldn’t want such an experience?
For those of you curious about what I’m up to in grad school, this is the big thing. Pardon the stilted language, but, you know, academia. See the slideshow!
Update: I now have a functioning prototype of my app. If you’d like to try it, get in touch.
The Drum Loop: a Self-Guided Tutorial System for Programming Dance Rhythms
Dance music production software has never been more accessible. However, even “beginner-oriented” programs like Apple’s Garageband presume significant musical knowledge. Would-be dance producers who have access to formal music education are ill served by Eurocentric teaching methods and curricula. By and large, those wishing to learn drum programming are largely left to their own devices. This is unfortunate, because learning how to create beats does not only benefit electronic dance musicians. The ability to actively create and alter rhythms and to match their visual notation with the resulting sounds in real time sharpens the rhythmic abilities of any musician.
From from Sagan’s highly-recommended 1977 book The Dragons Of Eden:
There is a popular game, sometimes called Pong, which simulates on a television screen a perfectly elastic ball bouncing between two surfaces. Each player is given a dial that permits him to intercept the ball with a movable “racket”. Points are scored if the motion of the ball is not intercepted by the racket. The game is very interesting. There is a clear learning experience involved which depends exclusively on Newton’s second law for linear motion. As a result of Pong, the player can gain a deep intuitive understanding of the simplest Newtonian physics – a better understanding even than that provided by billiards, where the collisions are far from perfectly elastic and where the spinning of the pool balls interposes more complicated physics.
Big question! First, a little philosophical throat-clearing: I don’t believe that modern/contemporary art is as radical a break with the past as it likes to think. I had an art professor in college argue that, really, all abstract art is representational, and all representational art is abstract. Any abstract art has to refer to particular sensory impressions that the artist has had, because there’s nothing else we have to draw on for material. No matter how crazy the art is, we can’t help but look for signs of the physical world in it. Meanwhile, even the most photorealist painting is still abstract. You’d never be fooled by a painting into thinking you were looking out a window. Ultimately, it’s just static blobs of color on a flat surface; you have to do quite a bit of interpretive work to be “convinced” by the illusion.
For my grad school thesis, I’m designing an intro-level music education app. I’m operating within the techno/hip-hop paradigm, with an Afrocentric rhythm-oriented approach. Electronic dance music production software had brought me much joy over the years, joy that I’m eager to spread to more people. I firmly believe that everyone is a potential musician, and that the right interface can draw beginners in and motivate them. So as I ponder this project, I’m naturally giving a lot of thought to electronic music interfaces, both software and hardware. And because all interfaces on a screen necessarily involve some music visualization, I’ve been exploring that too. For example, here’s a particularly attractive music interface/visualization, the pitch correction program Melodyne:
Earlier this summer I took Advanced Computer Music Composition, which included a lot of history of the twentieth century avant-gardists. While these people have had a lot of not-so-wonderful ideas about music, they have done a lot of interesting experiments with novel interfaces.
I’ve toyed around with several iPhone and iPad music apps. Many are intriguing and fun, but few have inspired me into making “real” music. In preparation for the next Disquiet Junto project, I downloaded Nodebeat and tried some improvisation.
The app combines randomness and control in an intriguing way. I also like the fine microtonal control it gives you. You can also use it as a MIDI controller for other software, though I haven’t given that a try yet. If you want to try it for yourself and you don’t have an iOS or Android device, you can snag the desktop version, for free no less.