ThumMusings

Bringing the user interface of music-making into the 21st Century, and changing the world... one note at a time.

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Name: ThumMeister
Location: Austin, Texas, United States

In the late 1980’s, I tried to write insanely great code for the Mac and help others do so, too. When Windows swept through the Valley in 1991-2, I realized my great code would become worthless if the Mac platform sank. I became very interested in knowing how to spot winning platforms. Since Microsoft clearly knew how to make its platforms succeed, I joined its Systems Strategy Group. While designing and executing practical "technology evangelism" campaigns, I studied the theory behind the practice, eventually teaching mandatory "how-to" seminars to Microsoft's new evangelists. I left Microsoft in 2000, looking for a new industry to disrupt. When my wife quit her piano lessons after six months of diligent practice, saying that “music is just too hard,” I knew I’d found it. Hammering the Web relentlessly, I found a novel combination of old ideas which could make music dramatically easier to teach, learn, & play, more emotionally expressive, and expand the frontiers of tonality. This blog tells the story of my bringing those innovations to market.

Wednesday, August 27, 2008

Matrix

One of the coolest things about working on the Thummer has been using it to discover new things about music. Its isomorphic button-field (keyboard) is like an X-Ray lens that lets people see the deep structure of music.

Bill Sethares and Andy Milne did the heavy mathematical work to prove that what we were seeing was really there. Their proofs can be found here and here (with more papers in the pipeline). These papers, while appropriate for their purpose and venue, are mathematically impenetrable to people with tiny little heads like mine.

Therefore, I've recently posted a draft paper that presents our new musical paradigm, the Matrix, in language that is nearly math-free. You need to know what prime numbers are, and that any natural number can be factored into an unique combination of prime numbers, and that a two-dimensional array of numbers is a matrix (hence the name of the proposed paradigm), but that's about it.

Although I do not claim to be an expert in the history of science, I do know a thing or two about it, and the Matrix model of music theory has all of the hallmarks of a paradigm-shifter. For example, it solves old problems, explains previously-anomalous experimental results, makes predictions that are falsifiable, and has enabled the discovery of new properties (e.g., tuning invariance, which is the basis of Dynamic Tonality).

The Matrix paradigm accomplishes all this as a result of questioning a single key assumption of Western music theory: that musical sounds are those that follow the Harmonic Series. This assumption is embedded so deeply into Western music theory that most musicians and many theorists don't even realize that they are making it. It has been received wisdom since Pythagoras first plucked a string 2,500 years ago.

The Matrix paradigm, in brief, uses a temperament to temper both tuning and timbre in real time. It's the tempering of timbres that's new (building on Bill's previous work). This is, in effect, a generalization of the relationship between Just Intonation and the Harmonic Series that forms the core of Western music theory.

It is hard to imagine a more fundamental alteration of the theoretical basis of music than this. Hence, paradigm shift.

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Thursday, August 7, 2008

Amdahl's Law

Amdahl's Law describes the efficiency gains that come from paralellizing part of a sequential process. I suspect that it will be useful in estimating the increase in efficiency that can be gained in music education from the use of the ThumMusic System, but I'm not mathematically astute enough to figure out exactly how.

The ThumMusic System has the potential to speed up many aspects of music education -- i.e., to increase their efficiency -- but not all aspects. What is the balance? It is possible to optimize the wrong thing, increasing its efficiency enormously without significantly improving the efficiency of the whole process. I don't think that this is the case with the ThumMusic System, because it improves the efficiency of everything from theory to practice by reducing the symbol, concept, and gesture sets, exposing the relationships among the set-members geometrically, and exposing the consistency of those relationships to more senses (touch and sight in addition to hearing). But...how do I measure this? Perhaps Amdahl's Law can help.

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Increasing the Efficiency of Music Education

I've recently posted to the Web a draft paper that describes the ThumMusic System and its potential to increase the labor efficiency of music education.

The paper will remain there until it is submitted for publication to an appropriate journal, at which point I may have to take it down. In the meantime, comments are welcome.

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