Application of Computer-Based Auto Accompaniment in Music Education

Abstract

The computer-based auto accompaniment (AA) reflects the integration between computer technology and music theory. If applied in music education, the computer-based AA may kindle the flame of innovation in music teaching and creation and reshape the traditional music teaching mode. Therefore, this paper probes deep into the value of applying the computer-based AA in music education. Firstly, the author discussed the merits and defects of the application. To disclose the application effect, the computer-based AA was introduced to the teaching of ten songs among 92 music majors. The test results were analysed in details. The results show that the computer-based AA can satisfy the requirements of music teaching, making the teaching objective easier to achieve; the students were very interested in the computer-based AA; the computer-based AA can adapt to various tones, melodies and chords, and thus suit different styles of music; the computer-based AA enjoys high feasibility and flexibility, and boasts high values in music teaching. The research findings lay a theoretical basis for applying computer arrangement in music teaching.

Research on Music Content Recognition and Recommendation Technology Based on Deep Learning

“…Deep learning can effectively capture the nonlinear relationship between users and items and obtain the vector representation of users or items by vectorization or coding. In the general training process, the process of deep learning is usually divided into supervised learning and unsupervised learning [22]. As illustrated in Figure 1, the recommendation engine contains a recommendation algorithm and a recommendation rationale that will construct a link between the user characteristics and the things to be suggested in order to propose the target items of interest to users based on the established link.…”

Education and Music Culture in the Context of Web 2.0

“…The development of three-dimensional representation of information and the improvement of its transmission channels led to the fact that visual representation was proposed to be used in music education, and this approach demonstrated good results [22]. Visual representation is widely used on social media, in particular on music YouTube channels, as a means of visualizing the process of playing a particular musical instrument or visualizing the musical and melodic structure while playing a melody [23][24][25].…”

“…Such specialized services and programs often provide an opportunity to simplify learning, for example by offering automation of the accompaniment, which is better and more satisfying compared to a live partner musician [23,24]. We did not conduct a separate analysis by specialty, but this can be considered the most important task for further research as current studies have proven the qualitative result of the use of these applications [3,7,23,24]. Their specialized and often paid nature can be considered a certain limitation while in our study we used only free applications, which also ensured the expected positive result.…”

Educación Musical y tecnología: tendencias en investigación

“…También forman parte de este grupo aquellas investigaciones que se desarrollan en entornos más específicos como los conservatorios, y que utilizan la tecnología como herramienta de grabación para la reflexión (Echevarría y San Martín, 2019) o que indagan sobre la competencia digital de los docentes de este contexto y sus planteamientos frente a la tecnología (Palau et al, 2017). Por último, también en Educación Superior se contextualizan estudios en otras titulaciones del área de Artes y Humanidades, que plantean el uso de entornos virtuales de aprendizaje para el desarrollo de los procesos formativos (Da Silveira, 2016), la utilización de software específico para el acompañamiento musical (Li, 2020) o el uso de materiales didácticos digitales para la enseñanza de la Música (Parasiz, 2018).…”