scholarly journals MeloSol Corpus

2021 ◽  
Vol 16 (1) ◽  
pp. 106-113
Author(s):  
David John Baker
Keyword(s):  
Native American ◽  
Folk Song ◽  
Descriptive Statistics ◽  
Tonal Music ◽  
Music Psychology ◽  
Computational Musicology

This data report introduces the MeloSol corpus, a collection of 783 Western, tonal monophonic melodies. I first begin by describing the overall structure of the corpus, then proceed to detail its contents as they would be helpful for researchers working in the field of computational musicology or music psychology. In order to contextualize the MeloSol corpus in relation to other corpora in the literature, I present descriptive statistics of the MeloSol corpus alongside the The Densmore Collection of Native American Song and The Essen Folk Song Collection. I suggest possible future uses of this corpus including extending research investigating Western tonality, perceptual experiments needing novel ecological stimuli, or work involving the musical generation of monophonic melodies in the style of Western tonal music.

scholarly journals The MeloSol Corpus

2020 ◽  
Author(s):  
David John Baker
Keyword(s):  
Native American ◽  
Folk Song ◽  
Descriptive Statistics ◽  
Tonal Music ◽  
Music Psychology ◽  
Computational Musicology

This data report introduces the MeloSol corpus, a collection of 783 Western, tonal monophonic melodies. I first begin by describing the overall structure of the corpus, then proceed to detail its contents as they would be helpful for researchers working in the field of computational musicology or music psychology. In order to contextualize the MeloSol corpus in relation to other corpora in the literature, I present descriptive statistics of the MeloSol corpus alongside the The Densmore Collection of Native American Song and The Essen Folk Song Collection. I suggest possible future uses of this corpus including extending research investigating Western tonality, perceptual experiments needing novel ecological stimuli, or work involving the musical generation of monophonic melodies in the style of Western tonal music.

scholarly journals Algorithmically-generated Corpora that use Serial Compositional Principles Can Contribute to the Modeling of Sequential Pitch Structure in Non-tonal Music

2016 ◽  
Vol 11 (1) ◽  
pp. 27 ◽  
Author(s):  
Roger Thornton Dean ◽  
Marcus Thomas Pearce
Keyword(s):  
Cognitive Model ◽  
Folk Song ◽  
Theoretic Approach ◽  
Tonal Music ◽  
Training Corpus ◽  
Information Theoretic ◽  
Keyboard Music ◽  
Pitch Structure ◽  
Information Theoretic Approach ◽  
Case Based

We investigate whether pitch sequences in non-tonal music can be modeled by an information-theoretic approach using algorithmically-generated melodic sequences, made according to 12-tone serial principles, as the training corpus. This is potentially useful, because symbolic corpora of non-tonal music are not readily available. A non-tonal corpus of serially-composed melodies was constructed algorithmically using classic principles of 12-tone music, including prime, inversion, retrograde and retrograde inversion transforms. A similar algorithm generated a tonal melodic corpus of tonal transformations, in each case based on a novel tonal melody and expressed in alternating major keys. A cognitive model of auditory expectation (IDyOM) was used first to analyze the sequential pitch structure of the corpora, in some cases with pre-training on established tonal folk-song corpora (Essen, Schaffrath, 1995). The two algorithmic corpora can be distinguished in terms of their information content, and they were quite different from random corpora and from the folk-song corpus. We then demonstrate that the algorithmic serial corpora can assist modeling of canonical non-tonal compositions by Webern and Schoenberg, and also non-tonal segments of improvisations by skilled musicians. Separately, we developed the process of algorithmic melody composition into a software system (the Serial Collaborator) capable of generating multi-stranded serial keyboard music. Corpora of such keyboard compositions based either on the non-tonal or the tonal melodic corpora were generated and assessed for their information-theoretic modeling properties.

The Tonic as Triad: Key Profiles as Pitch Salience Profiles of Tonic Triads

2011 ◽  
Vol 28 (4) ◽  
pp. 333-366 ◽  
Author(s):  
Richard Parncutt
Keyword(s):  
Music Theory ◽  
17Th Century ◽  
Western Music ◽  
Tonal Music ◽  
Theoretical Concepts ◽  
Music Psychology ◽  
History Of ◽  
History Of Composition ◽  
And Inversion ◽  
Tonic Triad

Major and minor triads emerged in western music in the 13th to 15th centuries. From the 15th to the 17th centuries, they increasingly appeared as final sonorities. In the 17th century, music-theoretical concepts of sonority, root, and inversion emerged. I propose that since then, the primary perceptual reference in tonal music has been the tonic triad sonority (not the tonic tone or chroma) in an experiential (not physical or notational) representation. This thesis is consistent with the correlation between the key profiles of Krumhansl and Kessler (1982; here called chroma stability profiles) and the chroma salience profiles of tonic triads (after Parncutt, 1988). Chroma stability profiles also correlate with chroma prevalence profiles (of notes in the score), suggesting an implication-realization relationship between the chroma prevalence profile of a passage and the chroma salience profile of its tonic triad. Convergent evidence from psychoacoustics, music psychology, the history of composition, and the history of music theory suggests that the chroma salience profile of the tonic triad guided the historical emergence of major-minor tonality and continues to influence its perception today.

Fostering the Literacy of indigenous Elementary School-Age Children

2008 ◽  
Vol 15 (1) ◽  
pp. 5-11 ◽  
Author(s):  
Diane Frome Loeb ◽  
Kathy Redbird
Keyword(s):  
Native American ◽  
Indigenous People ◽  
Culturally Sensitive ◽  
Literacy Skills ◽  
School Age Children ◽  
School Age ◽  
Reading Curriculum ◽  
Authentic Materials ◽  
Elementary School Age ◽  
Values And Beliefs

Abstract Purpose: In this article, we describe the existing literacy research with school-age children who are indigenous. The lack of data for this group of children requires speech-language pathologists (SLPs) to use expert opinion from indigenous and non-indigenous people to develop culturally sensitive methods for fostering literacy skills. Method: We describe two available curricula developed by indigenous people that are available, which use authentic materials and embed indigenous stories into the learning environment: The Indian Reading Series and the Northwest Native American Reading Curriculum. We also discuss the importance of using cooperative learning, multisensory instruction, and increased holistic emphasis to create a more culturally sensitive implementation of services. We provide an example of a literacy-based language facilitation that was developed for an indigenous tribe in Kansas. Conclusion: SLPs can provide services to indigenous children that foster literacy skills through storytelling using authentic materials as well as activities and methods that are consistent with the client's values and beliefs.

Individual Differences in Students' Preferences for Lecturers' Personalities

2005 ◽  
Vol 26 (4) ◽  
pp. 176-184 ◽  
Author(s):  
Adrian Furnham ◽  
Tomas Chamorro-Premuzic
Keyword(s):  
Individual Differences ◽  
Personality Traits ◽  
Big Five ◽  
Student Ratings ◽  
Descriptive Statistics ◽  
Personality Profile ◽  
Similarity Effect ◽  
Intelligence Scores ◽  
The Relationship

Abstract. This study examines the relationship between students' personality and intelligence scores with their preferences for the personality profile of their lecturers. Student ratings (N = 136) of 30 lecturer trait characteristics were coded into an internally reliable Big Five taxonomy ( Costa & McCrae, 1992 ). Descriptive statistics showed that, overall, students tended to prefer conscientious, open, and stable lecturers, though correlations revealed that these preferences were largely a function of students' own personality traits. Thus, open students preferred open lecturers, while agreeable students preferred agreeable lecturers. There was evidence of a similarity effect for both Agreeableness and Openness. In addition, less intelligent students were more likely to prefer agreeable lecturers than their more intelligent counterparts were. A series of regressions showed that individual differences are particularly good predictors of preferences for agreeable lecturers, and modest, albeit significant, predictors of preferences for open and neurotic lecturers. Educational and vocational implications are considered.

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