The role of tangible interaction in children’s cognitive development through music composition and performance
Tangible user interfaces (TUIs) empower artists, boost their creative expression and enhance their performing art. However, most of them are designed to work with a set of rules, many of which require advanced skills and target users above a certain age. Here we present a comparative and quantitative study of using TUIs as an alternative teaching tool in experimenting with and creating soundscapes with children. We describe an informal interactive workshop involving schoolchildren. We focus on the development of playful uses of technology to help children empirically understand basic techniques of audio feature extraction. We promote tangible interaction as an alternative learning method in the creation of synthetic soundscape based on sounds recorded in a natural outdoor environment as main sources of sound. We investigate how schoolchildren perceive natural sources of sound and explore practices that reuse prerecorded material through a tangible interactive controller. We discuss the potential benefits of using TUIs as an alternative empirical method for tangible learning and interaction design, and its impact on encouraging and motivating creativity in children. We summarize our findings and review children’s behavioural indicators of engagement and enjoyment in order to provide insight to the design of TUIs based on user experience.
Brooks, M. (2004). Drawing: the social construction of knowledge. Australian Journal of Early Childhood, 29(2), 41–50.
Cadoz, C. (1994). Les réalités virtuelles : Un exposé pour comprendre, un essai pour réfléchir. Paris: Flammarion.
Eisenberg, N., Fabes, R. A., & Spinrad, T. L. (2007). Prosocial Development. In Handbook of Child Psychology. John Wiley & Sons, Inc. https://doi.org/10.1002/9780470147658.chpsy0311
Eisner, E. W. (2004). The Arts and the Creation of Mind. New Haven: Yale University Press.
Grandstaff, L. J. (2012). Children’s Artistic Development and the Influence of Visual Culture. University of Kansas. Retrieved from http://oatd.org/oatd/record?record=%22handle%5C%3A1808%2F10645%22
Hope, G. (2008). Thinking and Learning Through Drawing: In Primary Classrooms. Los Angeles: SAGE Publications Ltd.
Horowitz, R., & Webb-Dempsey, J. (2002). Promising signs of positive effects: Lessons from the multi-arts studies. Washington, DC: Arts Education Partnership, 98–100.
Jordà, S, G., G. (2007). The reactable: exploring the synergy between live music performance and tabletop tangible interfaces. In TEI ’07: Proceedings of the 1st international conference on Tangible and embedded interaction (pp. 139–146). New York, USA.
Jordà, S., & Alonso, M. (2006). Mary had a little scoreTable* or the reacTable* goes melodic. In New Interfaces for Musical Expression (NIME). Retrieved from files/publications/1040f9-NIME06-sjorda.pdf
Kaltenbrunner, M., O’Modhrain, S., & Costanza, E. (2004). Object Design Considerations for Tangible Musical Interfaces. Retrieved from files/publications/COST287-ConGAS-Kaltenbrunner.pdf
Kellogg, R. (1970). Analyzing Children’s Art. USA: Mayfield Pub Co.
Kolb, A. Y., & Kolb, D. A. (2005). Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education. Academy of Management Learning & Education, 4(2), 193–212. https://doi.org/10.5465/AMLE.2005.17268566
Lowenfeld, V. (1957). Creative and Mental Growth.
Marshall P. (2007). Do tangible interfaces enhance learning? (pp. 163–170). In: Proceedings of the 1st international conference on tangible and embedded interaction., New York, NY, USA.
Matthews, J. (1994). Helping Children to Draw and Paint in Early Childhood. London: Hodder Arnold H&S.
Matthews, J. (1998). The Art of Childhood and Adolescence: The Construction of Meaning. London ; Philadelphia, PA: Routledge.
Meelberg, V. (2014). Musical Improvisation as the Performance of Embodied Knowledge: Embodied Narrativity in Musical Performance. In Proceedings of CARPA3: Colloquium on Artistic Research in Performing Arts. Helsinki: University of the Arts Helsinki, Theatre Academy. Retrieved from https://www.academia.edu/6854151/Musical_Improvisation_as_the_Performance_of_Embodied_Knowledge_Embodied_Narrativity_in_Musical_Performance
Mincemoyer, C. C. (2016). Scribbles have meaning. The Pennsylvania State University.
Morris, D. R., Collett, P., Marsh, P., & O’Shaughnessy, M. (1979). Gestures, Their Origins and Distribution. London: Jonathan Cape.
O’Malley, C., & Fraser, D. S. (2004). Literature Review in Learning with Tangible Technologies. Retrieved from https://telearn.archives-ouvertes.fr/hal-00190328/document
Ogata, H., Akamatsu, R., Mitsuhara, H., Yano, Y., Matsuura, K., Kanenishi, K., … Morikawa, T. (2004). Tango: Supporting Vocabulary Learning with RFID tags. In International Workshop Series on RFID.
Patten, J., Ishii, H., Hines, J., & Pangaro, G. (2001). Sensetable: A Wireless Object Tracking Platform for Tangible User Interfaces (pp. 253–260). ACM Press.
Piaget, J. (1952). The Origins of Intelligence in Children. New York: International Universities Press.
Read, J., & Macfarlane, S. (2002). Endurability, Engagement and Expectations: Measuring Children’s Fun. In Interaction Design and Children, Shaker Publishing (pp. 1–23). Shaker Publishing.
Resnick, M., Martin, F., Berg, R., Borovoy, R., Colella, V., Kramer, K., & Silverman, B. (1998). Digital manipulatives: new toys to think with. In Proc. CHI ’98 Human Factors in Computing Systems. ACM Press.
Roland, C. (2006). Young in Art: A developmental look at child art. Retrieved June 12, 2017, from http://docplayer.net/18693054-Young-in-art-a-developmental-look-at-child-art-craig-roland-1990-2006-www-artjunction-org.html
Ryokai, K., Marti, S., & Ishii, H. (2004). I/O Brush: Drawing with Everyday Objects as Ink.
Saffer, D. (2008). Designing Gestural Interfaces: Touchscreens and Interactive Devices. O’Reilly Media.
Saint-Arnaud, N., & Popat, K. (1995). Analysis and synthesis of sound textures. In Readings in Computational Auditory Scene Analysis (pp. 125–131).
Salomon, G., & Globerson, T. (1987). When teams do not function the way they ought to. In Proceedings of International Journal of Educational Research 13 (pp. 89–100).
Schwarz, D. (2006). Concatenative sound synthesis: The early years. In Special Issue on Audio Mosaicing: Feature-Driven Audio Editing/Synthesis. Place Igor-Stravinsky, 75003 Paris, France.
Shapiro, R. B., Kelly, A., Ahrens, M., & Fiebrink, R. (2016, July). BlockyTalky: A Physical and Distributed Computer Music Toolkit for Kids. In Conference presented at the International Conference on New Interfaces for Musical Expression. Retrieved from http://research.gold.ac.uk/18635/
Stringer Mark, Toye Eleanor F., Rode Jennifer A., & Blackwell Alan F. (2004). Teaching Rhetorical Skills with a Tangible User Interface. In Proceedings of the 2004 conference on Interaction design and children: building a community (Vol. 11–18).
Xu, D., Read, J. C., Mazzone, E., MacFarlane, S., & Brown, M. (2007). Evaluation of Tangible User Interfaces (TUIs) for and with Children: Methods and Challenges. In Proceedings of the 12th International Conference on Human-computer Interaction: Interaction Platforms and Techniques (pp. 1008–1017). Berlin, Heidelberg: Springer-Verlag. Retrieved from http://dl.acm.org/citation.cfm?id=1757268.1757383
Zaman, B., Vanden Abeele, V., Markopoulos, P., & Marshall, P. (2012). Editorial: the evolving field of tangible interaction for children: the challenge of empirical validation. Personal and Ubiquitous Computing, 16(4), 367–378. https://doi.org/10.1007/s00779-011-0409-x
Zuckerman, O., Arida, S., & Resnick, M. (2005). Extending tangible interfaces for education: digital montessori-inspired manipulatives (p. 859). ACM Press. https://doi.org/10.1145/1054972.1055093
Copyright (c) 2018 Music for and by children
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.