AES Milan 2018
Paper Session P08
P08 - Audio Education
Thursday, May 24, 09:00 — 11:00 (Scala 2)
Chair:
Jan Berg, Luleå University of Technology - Piteå, Sweden
P08-1 Does Spectral Flatness Affect the Difficulty of the Peak Frequency Identification Task in Technical Ear Training?—Atsushi Marui, Tokyo University of the Arts - Tokyo, Japan; Toru Kamekawa, Tokyo University of the Arts - Adachi-ku, Tokyo, Japan
Technical ear training is a method to improve the ability to focus on a specific sound attribute and to communicate using the common language and units used in the industry. In designing the successful course in a sound engineers’ educational institution, it is essential to have the gradual increase of the task difficulty. The authors had investigated the correlation between the students’ subjective ratings on the task difficulty and the physical measures calculated from the sound materials used in the training. However, the objective measure of the difficulty is still not known. Authors created the training materials with different spectral envelope but having the same music content and tested them in the ear training sessions.
Convention Paper 9945 (Purchase now)
P08-2 A Case Study of Cultural Influences on Mixing Practices—Amandine Pras, University of Lethbridge - Lethbridge, Alberta, Canada; Brecht De Man, Birmingham City University - Birmingham, UK; Joshua D. Reiss, Queen Mary University of London - London, UK
While sound mixers of popular music may share common principles across cultures, different engineers produce different mixes, and different listeners judge a mix differently. We designed a mixed-methods approach to examine this highly multidimensional problem in both style and perceived quality. Five student sound engineers from the Paris Conservatoire mixed the multitrack source of two pop songs and fully documented their mixing process. The resulting mixes were then used as stimuli for a blind, multi-stimulus listening test in a high-quality listening room that 13 students and 1 faculty member commented on and rated in terms of preference. Our outcomes highlight cultural and generational mixing specificities and offer a better understanding of the artistic side of the practice.
Convention Paper 9946 (Purchase now)
P08-3 Film Sound, Immersion and Learning: Field Study on 3D Surround Sound to Improve Foreign Language Learning—Francisco Cuadrado, Universidad Loyola Andalucía - Sevilla, AE, Spain; Isabel López-Cobo, Universidad Loyola Andalucia - Seville, Spain; Tania Mateos, University of Seville - Seville, Spain; Beatriz Valverde, Universidad Loyola Andalucia - Seville, Spain
This study focuses on the possibilities of film sound to improve the learning process, according to the immersion level elicited by 3D sound listening compared to stereo sound, and to the relation between emotion and learning. three-hundred-thirty students of English as a foreign language from Primary and High School Education watched an audiovisual sequence with one of two conditions: stereo and 3D surround mix. Learning evaluation (listening comprehension tests) and emotional impact measurement (electrodermal response, self-perception emotion test, and voice recording of the participants’ reactions) have been the used instruments. The results show that students who watched the sequence listening to the 3D surround sound mix obtained better listening comprehension results than those that listened to the stereo sound mix.
Convention Paper 9947 (Purchase now)
P08-4 “Touch the Sound”: Tangible Interface for Children Music Learning and Sound Experimentation—Francisco Cuadrado, Universidad Loyola Andalucía - Sevilla, AE, Spain; Isabel López-Cobo, Universidad Loyola Andalucia - Seville, Spain; Ana Tajadura-Jiménez, Universidad Carlos III de Madrid - Madrid, Spain; University College London - London, UK; David Varona, Universidad Loyola Andalucia - Seville, Spain
“Touch the sound” is a music learning and sound experimenting system for children, composed by a technological tool (a tablet based interface that uses a series of physical and tangible elements for music and sound interaction) and a learning APP based on the IMLS (intelligent Music Learning System) project. In this paper we present and discuss the main pedagogical motivations for this tool: to create a tool based on accessible technology and to develop a learning tool that enhances the contact with the musical language through direct experimentation and that takes into count children’s understanding of symbols. The design process of the whole system is also described. As presented in the outcomes section, the application possibilities of “Touch the Sound” go beyond the learning of music itself and open new paths for learning different contents based on the immersion generated by sound and on the emotional impact that sound has on the listener.
Convention Paper 9948 (Purchase now)