Teach Your Students How to Use Computing to Explore Powerful and Creative IdeasIn the twenty-first century, computers have become indispensable in music making, distribution, performance, and consumption. Making Music with Computers: Creative Programming in Python introduces important concepts and skills necessary to generate music with computers.

A comprehensive text and reference that covers all aspects of computer music, including digital audio, synthesis techniques, signal processing, musical input devices, performance software, editing systems, algorithmic composition, MIDI, synthesizer architecture, system interconnection, and psychoacoustics. The Computer Music Tutorial is a comprehensive text and reference that covers all aspects of computer music, including digital audio, synthesis techniques, signal processing, musical input devices, performance software, editing systems, algorithmic composition, MIDI, synthesizer architecture, system interconnection, and psychoacoustics. A special effort has been made to impart an appreciation for the rich history behind current activities in the field. Profusely illustrated and exhaustively referenced and cross-referenced, The Computer Music Tutorial provides a step-by-step introduction to the entire field of computer music techniques. Written for nontechnical as well as technical readers, it uses hundreds of charts, diagrams, screen images, and photographs as well as clear explanations to present basic concepts and terms. Mathematical notation and program code examples are used only when absolutely necessary. Explanations are not tied to any specific software or hardware. The material in this book was compiled and refined over a period of several years of teaching in classes at Harvard University, Oberlin Conservatory, the University of Naples, IRCAM, Les Ateliers UPIC, and in seminars and workshops in North America, Europe, and Asia.

Tools of data comparison and analysis are critical in the field of archaeology, and the integration of technological advancements such as geographic information systems, intelligent systems, and virtual reality reconstructions with the teaching of archaeology is crucial to the effective utilization of resources in the field. E-Learning Methodologies and Computer Applications in Archaeology presents innovative instructional approaches for archaeological e-learning based on networked technologies, providing researchers, scholars, and professionals a comprehensive global perspective on the resources, development, application, and implications of information communication technology in multimedia-based educational products and services in archaeology.

Schmidt and Bannon (1992) introduced the concept of common information space by contrasting it with technical conceptions of shared information: Cooperative work is not facilitated simply by the provisioning of a shared database, but rather requires the active construction by the participants of a common information space where the meanings of the shared objects are debated and resolved, at least locally and temporarily. (Schmidt and Bannon, p. 22) A CIS, then, encompasses not only the information but also the practices by which actors establish its meaning for their collective work. These negotiated understandings of the information are as important as the availability of the information itself: The actors must attempt to jointly construct a common information space which goes beyond their individual personal information spaces. . . . The common information space is negotiated and established by the actors involved. (Schmidt and Bannon, p. 28) This is not to suggest that actors’ understandings of the information are identical; they are simply “common” enough to coordinate the work. People understand how the information is relevant for their own work. Therefore, individuals engaged in different activities will have different perspectives on the same information. The work of maintaining the common information space is the work that it takes to balance and accommodate these different perspectives. A “bug” report in software development is a simple example. Software developers and quality assurance personnel have access to the same bug report information. However, access to information is not sufficient to coordinate their work.