Challenging current music making approaches which have traditionally relied on the repetition of fixed forms when played, this book provides a new framework for musicians, composers, and producers wanting to explore working with music that can be represented by data and transformed by interactive technologies. Beginning with an exploration into how current interactive technologies, including VR and AR, are affecting music, the book goes on to create an accessible compositional model which articulates the emerging field of ‘transmutable music.’ It then shows how to compose and produce transmutable music for platforms like video games, apps and interactive works, employing tutorials which use a range of inputs from sensors, data, and compositional approaches. The book also offers technical exercises on how to transform data into usable forms (including machine learning techniques) for mapping musical parameters, and discussion points to support learning. This book is a valuable resource for industry professionals wanting to gain an insight into cutting edge new practice, as well as for assisting musicians, composers, and producers with professional development. It is also suitable for students and researchers in the fields of music/audio composition and music/audio production, computer game design, and interactive media.

Children's Creative Music-Making with Reflexive Interactive Technology discusses pioneering experiments conducted with young children using a new generation of music software for improvising and composing. Using artificial intelligence techniques, this software captures the children’s musical style and interactively reflects it in its responses. The book describes the potential of these applications to enhance children’s agency and musical identity by reflecting players’ musical inputs, storing and creating variations on them. Set in the broader context of current music education research, it addresses the benefits and challenges of incorporating music technologies in primary and pre-school education. It is comprised of six main chapters, which cover the creation of children's own music and their musical selves, critical thinking skills and learner agency, musical language development, and emotional intent during creative music-making. The authors provide a range of straight-forward techniques and strategies, which challenge conceptions of ‘difficult-to-use music technologies’ in formal music education. These are supported by an informative collection of practitioner vignettes written by teachers who have used the software in their classrooms. Not only are the teachers’ voices heard here, but also those of children as they discover some of the creative possibilities of music making. The book also provides free access to a companion website with teacher forums and a large bank of activities to explore. A toolkit serves as a database of the teaching activities in which MIROR applications have been used and provides a set of useful ideas regarding its future use in a variety of settings. This book demonstrates that music applications based on artificial intelligence techniques can make an important contribution to music education within primary and pre-school education. It will be of key interest to academics, researchers and postgraduate students in the fields of music education, music technology, early years and primary education, teaching and learning, and teacher educators. It will also serve as an important point of reference for Early Years and Primary practitioners.

Five themes are covered in this volume: the changing museum; museum issues; museum projects; broader cultural issues; and technological issues.