Research Projects

I am occasionally asked if Thumtronics can propose research projects associated with its innovations. Please find a list below. I regret that I do not have the time to supervise such projects. If you undertake any research project related to Thumtronics' innovations, I would be happy to learn know how it turns out! :-)

Ease of Learning: Test the efficiency with which human subjects learn musical concepts using the piano and traditional notation vs. the ThumMusic PLUS System, and relate the human subjects’ differences in learning outcomes to differences in the systems’ respective Kolmogorov complexity.

Ergonomic Risk: What criteria are relevant to the ergonomic risk posed by playing musical instruments, what metrics are appropriate to these criteria, and how can all musical instruments’ ergonomic risk be normalized to a single common metric, such that the ergonomic risk of a given novel instrument can be benchmarked against the ergonomic risk posed by various traditional instruments?

Expressive Potential: What culture-independent criteria are relevant to the expressive potential of musical instruments, what metrics are appropriate to these criteria, and how can all musical instruments’ expressive potential be normalized to a single common metric, such that the expressive potential of a given novel instrument can be benchmarked against the expressive potential of traditional instruments?

ThumLine: Implement a ThumLine plug-in for Finale! or Sibelius. Add ThumLine support to Calliope, Lime, LilyPad, or any other open-source music notation editor.

ThumMusic Pedagogy: How should ThumMusic-based music pedagogy be different from traditional music pedagogy, to leverage the strengths of the ThumMusic System? What concepts should be introduced sooner, later, or differently, relative to the traditional system?

ThumMusic-based Music Education Materials: What materials should be developed to make the ThumMusic System’s pedagogical approach simple to deploy, use, and assess? How can modern digital media be leveraged to increase the cost efficiency of ThumMusic-based music education – that is, to maximize the positive learning outcomes while minimizing the cost of deployment, use, and assessment? How can these materials best support traditional approaches to music education?

Pressure-Sensitive Keyboard: Design a pressure-sensitive 57-button Thummer keyboard that uses a button-pressure sensing technology similar to that used by the Sony PlayStation 3 SixAxis game controller.

Motion Sensing: Design a motion-sensing module that uses a motion-sensing technology similar to that used by the Sony PlayStation 3 SixAxis game controller.

QWERTY Thummer: Implement the ThumMusic note-pattern on a standard alphanumeric (QWERTY) computer keyboard such that it emits standard MIDI and/or OSC, thereby allowing electronic musicians to use their laptop keyboards to control musical data using the ThumMusic note-pattern.

Web Thummer: Implement a Web-based applet that implements the ThumMusic note-pattern on a standard alphanumeric (QWERTY) computer keyboard such that the Web page responds to keyboard button-presses by (a) sounding the pressed note, and (b) indicating, on an interactive web page, the buttons/notes currently being pressed/sounded.

ThumTone Synth: Implement an electronic music synthesizer that implements some or all features of the X_System, e.g., (a) Dynamic Tuning, (b) tuning-aligned timbres, and (c) primeness, richness, dissonance, etc..

Dynamic Tuning: Compose music that creates and releases tension using the unique musical effects of Dynamic Tuning (tuning bends, tuning modulations, temperament modulations, new chord progressions, etc.). Induce or deduce the rules governing the effective use of these effects

Commas: Commas are ratios of small whole numbers that arise from the structure of the Harmonic Series to plague traditional music theory. Examples include the Pythagorean comma, the syntonic comma, and the schisma. Tunings such as 12-tone equal temperament "temper out" commas...but they're still in the timbre of harmonic sounds. Tempering the partials to match the tuning could eliminate the commas from the timbre, too. This suggests that pesky commas can be truly eliminated from the music theory of the X_System. Prove that this is or is not so, and if so, demonstrate the musical consequences of the result.

Ethnomusicology: Examine the tunings, timbres, and musical structures associated with the indigenous gamelan, renat, and balafon, to see if they can or cannot be explained by the X_System's pseudo-harmonic approach in a manner identical to the approach's treatment of the Western 12-tet. What do these results say about the X_System's generality?

Music Perception: For the human ear/brain/mind to accept a continuum of pseudo-harmonic tunings and timbres as being tonal, it would need to categorize pitch relationships in a tuning invariant manner. There is a hint of evidence that this is exactly what happens. Perform experiments to explore the perception of tonal structures when using a wide range of pseudo-harmonic tunings, timbres, and temperaments. What does these results say about the tuning invariance of pitch perception?

Musical Paradoxes and Illusions: Explore, using pseudo-harmonic timbres/tunings, a variety of musical paradoxes that are known to exist in harmonic/just music, such as the Missing Fundamental, Combination Tones, Shepard Tones, and Diana Deutsch's paradoxes and illusions. In what ways (if at all) does the perception of these paradoxes and illusions differ (a) among different pseudo-harmonic timbres/tunings, and (b) between harmonic/just timbres and pseudo-harmonic timbres/tunings?