The present book is the result of a three year research project which investigated the creative act of composing by means of algorithmic composition. Central to the investigation are the compositional strategies of 12 composers, which were documented through a dialogic and cyclic process of modelling and evaluating musical materials. The aesthetic premises and compositional approaches configure a rich spectrum of diverse positions, which is reflected also in the kinds of approaches and methods used. These approaches and methods include the generation and evaluation of chord sequences using genetic algorithms, the application of morphing strategies to research harmonic transformations, an automatic classification of personal preferences via machine learning, and an application of mathematical music theory to the analysis and resynthesis of musical material. The second part of the book features contributions by Sandeep Bhagwati, William Brooks, David Cope, Darla Crispin, Nicolas Donin, and Guerino Mazzola. These authors variously consider the project from different perspectives, offer independent approaches, or provide more general reflections from their respective research fields.

The last time you whistled a tune or hummed a song-why did you choose that one? You may not consider yourself a musical person, but your little act of unintended music may be the key to unlocking within you a wealth of unsuspected creativity-a kind of creativity that goes way beyond music, too. Lane Arye, PhD, a musician himself, focuses on the music that people do not intend to make. Using the highly regarded psychological model called Process Work, developed by Arnold Mindell, PhD, Arye has been teaching students around the world how to awaken their creativity, using music as the starting point, but including all art forms and ways of expression. The unintentional appears at moments when some hidden part of us, something beyond our usual awareness, suddenly tries to express itself. If we start paying attention to what is trying to happen rather than to what we think should happen, we open the door to self-discovery and creativity. Sometimes what we regard as "mistakes" in self-expression are in fact treasures. The book is rich with real-life stories, ideas, and practical techniques for unlocking creativity, which Arye dispenses with humor, insight, and enthusiasm.

Following her distinguished earlier career as a concert pianist and later as a music theorist, Jeanne Bamberger conducted countless case studies analysing musical development and creativity within the classroom environment. 'Discovering the musical mind' draws together these classic studies, and offers the chance to revisit and reconsider some of the conclusions she drew at the time.

Music, Meaning and Transformation: meaningful music making for life, examines the musical experiences that students find meaningful and the ways in which teachers, parents and community music leaders might provide access to meaningful music education. This is particularly relevant today because school music often fails to provide sustainable access to music making for life, health and wellbeing beyond school. This book seeks to reframe the focus of music education within a pragmatist philosophy and provide a framework that is culturally and chronologically inclusive. The approach involves an intensely personal music teachers’ journey that privilege the voices of students and teachers of a music making community and sets these against rigorous long termed qualitative methodologies. Music education is shifting focus away from music as an object and process towards the meaning experienced by the student personally, socially and culturally. This is an important and fundamental issue for the development of philosophy for pre-service and practicing music teachers and community music project leaders. The focus now needs to be upon the 98% who could have music as a significant expressive force in their lives as a means of facilitating social inclusion, for mental health and well being and to have access to the sense of belonging that community music making can bring as a lifelong activity. The book aims to provide a comprehensive guide to music education that leads to a music education for all for life. This book emphasises the maker in context examining: the student as maker, the teacher as builder and designer and the school as village. The relationship between music making, education and health and well being has been and is the subject of many research projects and national and international reviews. Seldom though in these studies has there been any attempt to identify the qualities of successful and sustainable interactions with music making, the qualities of good teaching and good teaching practice. The focus of this book is to provide simple but effective tools for evaluating and testing the meaning evident in a music-making context, identify the modes of engagement and establish the unique expressive music making needs of twenty first century communities. For further information see http://savetodisc.net

What is it that makes sound become music? "....sound, in and of itself, has no meaning; it is simply sound. It is descriptive or evocative of nothing more than what is present in the heart and mind of the listener." But for those who are open to it, able to respond to it, the power of music to influence us is extraordinary. And this mysterious quality of harmony reacts alike on the composer, the musician, and the listener. In this self-help book of theory and practical exercises, the author explains how we can put music to good use in our daily life; make it a part of our living experience; let it penetrate our soul so that we truly become One with the tones, rhythm, harmonics, the cadence of the music.

Music fills our lives. From TV commercials to the car radio, we rarely live one single day without hearing a song. But what if you could consciously use music to foster self-awareness, creativity, and, ultimately, deep healing of the body, mind, and spirit? Through her clinical practice and research, Dr. Louise Montello has discovered what she calls Essential Musical Intelligence - our innate ability to use music and sound to bypass the defenses of the conscious mind and move directly into the emotional/soul centers where true healing can occur. This groundbreaking book draws from the wisdom of Eastern philosophies and guides us through a systematic musical journey where we learn a series of clinically proven EMI exercises to balance and harmonize all five levels of consciousness – the body, breath/energy, mind, imagination/intellect, and the realm of bliss - leading to deep and lasting change. Essential Musical Intelligence is a powerful new system of self-healing which is deeply intuitive, creative, spiritually arousing, and fun.

Generalized Musical Intervals and Transformations is by far the most significant contribution to the field of systematic music theory in the last half-century, generating the framework for the "transformational theory" movement.

This book constitutes the thoroughly refereed proceedings of the 5th International Conference on Mathematics and Computation in Music, MCM 2015, held in London, UK, in June 2015. The 24 full papers and 14 short papers presented were carefully reviewed and selected from 64 submissions. The papers feature research that combines mathematics or computation with music theory, music analysis, composition, and performance. They are organized in topical sections on notation and representation, music generation, patterns, performance, similarity and contrast, post-tonal music analysis, geometric approaches, deep learning, and scales.

The Cambridge History of Western Music Theory is the first comprehensive history of Western music theory to be published in the English language. A collaborative project by leading music theorists and historians, the volume traces the rich panorama of music-theoretical thought from the Ancient Greeks to the present day. Recognizing the variety and complexity of music theory as an historical subject, the volume has been organized within a flexible framework. Some chapters are defined chronologically within a restricted historical domain, whilst others are defined conceptually and span longer historical periods. Together the thirty-one chapters present a synthetic overview of the fascinating and complex subject that is historical music theory. Richly enhanced with illustrations, graphics, examples and cross-citations as well as being thoroughly indexed and supplemented by comprehensive bibliographies of the most important primary and secondary literature, this book will be an invaluable resource for students and scholars alike.