Will musicians ever be replaced by robots?

A Quora user asks whether artificial intelligence will ever replace human musicians. TL;DR No.

David Cope and Emily

If music composition and improvisation could be expressed as algorithmic rule sets, then human musicians would have reason for concern. Fortunately, music can’t be completely systematized, much as some music theorists would like to believe it can be. Music is not an internally consistent logical system like math or physics. It’s an evolved set of mostly arbitrary patterns of memes. This should be no surprise; music emerges from our consciousness, and our consciousness is an evolved system, not an algorithmic one. We can do algorithmic reasoning if we work really hard at it, but our minds are pretty chaotic and unpredictable, and it isn’t our strong suit. It’s a good thing, too; we may not be so hot at performing algorithms, but we’re good at inventing new possible ones. Computers are great at performing algorithms, but are lousy at inventing new ones. Continue reading “Will musicians ever be replaced by robots?”

Panel on games in education

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.

Learning, Education and Games (Volume One): Curricular and Design Considerations

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.

Games in Education panel by Jay Boucher

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Shared sample projects

My students at NYU and Montclair State are beginning to venture into producing their own tracks. There are two challenges facing them, the small one and the big one. The small challenge is learning the tools: remembering where the menus are and which key you hold down to turn the mouse pointer into a pencil, learning to conceive of notes and beats as rectangles on the piano roll, troubleshooting when you play notes on the MIDI keyboard and no sound comes out. The big challenge is option paralysis. Even a lightweight tool like GarageBand comes with a staggeringly large collection of software instruments, loops and effects, even before you start dealing with recording your own sounds. Where do you even begin?

The solution I’m using with my classes is the shared-sample project. Students are challenged to build a track out of a particular sound, or set of sounds. The easy version requires that they use the given sound, along with any additional sounds they see fit to include. The hard version, and for me the really interesting one, requires that they use the given sound(s) and absolutely nothing else. I was inspired in creating these assignments by the many Disquiet Junto shared sample projects I’ve had the pleasure of participating in. I’m trying out my own project ideas on MSU advanced audio production independent studiers Dan Bui and Matt Skouras, and will soon be giving shared-sample projects to my beginner-level classes as well.

The first assignment I gave Dan and Matt was to use eight GarageBand factory loops to build a track. They were free to do whatever processing they wanted, but they could not use other sounds. Also, they only had an hour to put their tracks together. Here are the loops:

Eight loops

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Electronic music tasting menu

Right now I’m teaching music technology to a lot of classical musicians. I came up outside the classical pipeline, and am always surprised to be reminded how insulated these folks are from the rest of the culture. I was asked today for some electronic music recommendations by a guy who basically never listens to any of it, and I expect I’ll be asked that many more times in this job. So I put together this playlist. It’s not a complete, thorough, or representative sampling of anything; it mostly reflects my own tastes. In more or less chronological order:

Delia Derbyshire

This lady did cooler stuff with tape recorders than most of us are doing with computers. See her in action. Here’s a proto-techno beat she made in 1971.

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Music theory blues

I’m reading a lot Schenkerian analyses of blues right now in service of my forthcoming article about blues tonality. Each paper I read is wronger than the last. On the one hand, they fill me with righteous rage, but on the other hand, that rage does at least help me focus my arguments. Here are some particularly awful quotes from a scholar who will remain nameless, because I don’t believe that the racism is intended:

Blue notes, by nature, are alienated from their harmonic environment and have a dissonant relationship with them, giving the blues and all its derivatives a rough, angry character. Nevertheless, the hostility of blue notes toward the surrounding world may be mitigated—“domesticated”—through consonantization.

Blue notes (BNs), by nature, spoil the diatonicism of and cause dissonance in “clean” chords. But these notes may achieve their own independent harmonization, thereby being domesticated and turning into “environment-friendly” consonant notes.

The products of the consonantization of the BNs, which appear in a major-mode harmonic environment, are necessarily flatted degrees. These degrees turn the BNs from minor notes, which are “alien” to the major chords that build the basic harmonic progression, into “family” notes that are “at home” in these chords. The legitimacy that the flatted chords give the BNs is ostensibly the opposite of the “emancipation”that Arnold Schoenberg gave dissonant notes when he freed them from having to resolve to consonance, since the BNs by nature are dissonant notes with no obligation to be resolved.

However, the domestication of the BNs is an emancipatory act, since they thereby stop clashing with the harmony and instead become settled in it.

In Example 1(e), we see flatted or “minorized” degrees, among them VI and III. These degrees now include 3ˆ and 7ˆ not as BNs but in a mixtural framework—that is, as an insertion of flatted notes in a major key. Both of these—mixture and BNs—are common in the Beatles’ songs. Are they related? Ostensibly, they are two completely different things: the journey back in time in quest of the origins of blues will take us to the Mississippi Delta and from there to Africa, whereas the search for the origins of mixture, which is anchored in traditional harmony, will eventually lead us to eighteenth- and nineteenth-century Europe. The connection goes through the “domestication of BNs”—when it can be shown that a particular BN has changed from being outside the consonant harmony, in which case we may regard it as a garnish or a “disturbance,”to being an integral part of a consonant triad. If, for example, we can claim in a particular context that the III chord in Example 1(e) is based on a BN (G), then the status of this BN has improved substantially relative to its status in (c): instead of being an outsider, it becomes a distinguished member of the club of the flatted mediant without losing its blues character.

The status of these [blue] notes in the harmonic society improves substantially in part B: they become the roots of VII and III, and thus they become respected members of the community and live in consonant harmony with the rest of the notes. Their past is nevertheless evident in the descriptive term CBN, which is imprinted on their identity cards.

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Blues tonality

See a more beginner-friendly blues primer here. Read this treatise in Spanish, translated by Jesús Fernández.

Abstract

The blues is a foundational element of America’s vernacular and art music. It is commonly described as a combination of African rhythms and European harmonies. This description is inaccurate. Blues follows harmonic conventions that are quite different from those of Western European common practice. Blues harmony does not fit into major or minor tonality, and it frequently violates the “rules” of voice leading and chord function. But blues listeners do not experience the music as strange or dissonant. Instead, they hear an alternative form of consonance. In order to make sense of this fact, we need to understand blues as belonging to its own system of tonality, distinct from major, minor and modal systems. Because blues tonality is so widespread and important in Western music, I argue that we should teach it as part of the basic music theory curriculum. Continue reading “Blues tonality”

Digital audio basics

Before you can understand how digital audio works, you need to know a few things about the physics of sound. This animation shows a sound wave emanating through the air from a circular source — imagine that it’s a drum or cymbal.

Spherical pressure waves

As you can see, sound is a wave, like a ripple in a pond. Imagine that your ear is at the bottom center of this image. The air pressure against your inner ear is rhythmically increasing and decreasing. Your brain senses how wide those swings in air pressure are and how often they’re happening, and you experience the result as a sound.

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My music education

I’m writing a chapter of the forthcoming Oxford Handbook of Technology and Music Education. Here’s a section of what I wrote, about my own music learning experiences.

Most of my music education has happened outside of the classroom. It has come about intentionally, through lessons and disciplined practice, and it has come about unintentionally, through osmosis or accidental discovery. There has been no separation between my creative practice, my learning, and my teaching.

My formal music education has been a mixed bag. In elementary school, I did garden-variety general music, with recorders and diatonic xylophones. I don’t remember enjoying or not enjoying it in particular. I engaged more deeply with the music my family listened to at home: classical and jazz on public radio; the Beatles, Paul Simon and Motown otherwise. Like every member of my age cohort, I listened to a lot of Michael Jackson, and because I grew up in New York City, I absorbed some hip-hop as well.

In middle school we started on traditional classical music. I chose the cello, for no good reason except that I had braces and so was steered away from wind instruments. I liked the instrument, and still do, but the cello parts in basic-level Baroque music are mostly sawing away at quarter notes, and I lost interest quickly. Singing showtunes in chorus didn’t hold much appeal for me either, and I abandoned formal music as soon as I was able.

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Sucker MCs

Sasha Frere-Jones was recently asked by The Guardian to make a list of perfect songs. I don’t agree with all of his choices — Taylor Swift? — but I can definitely get behind his nomination of “Sucker MCs” by Run-DMC.

http://www.youtube.com/watch?v=rXVFNs0piP8

This track was the B-side to Run-DMC’s first single in 1983, and was produced by Larry Smith and Davy DMX of Orange Krush (thus the subtitle “Krush Groove 1.”) It’s beautiful in its simplicity: two guys rapping, an Oberheim DMX drum machine, some turntable scratching, and nothing else. It’s the most minimalist hip-hop song I know of, other than “Top Billin’” by Audio Two.

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