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Teach Me How to ImproVISe: Co-Designing an Augmented Piano Training System for Improvisation

Jordan Aiko Deja, Sandi Štor, Ilonka Pucihar, Klen Čopič Pucihar, Matjaž Kljun

TL;DR

A co-design process developing an Augmented Reality (AR) Piano Improvisation Training System, ImproVISe, involving improvisation teachers and expert interaction is outlined, offering design guidelines and recommendations to address challenges in assessing piano improvisation in a learning context.

Abstract

Improvisation is a vital but often neglected aspect of traditional piano teaching. Challenges such as difficulty in assessment and subjectivity have hindered its effective instruction. Technological approaches, including augmentation, aim to enhance piano instruction, but the specific application of digital augmentation for piano improvisation is under-explored. This paper outlines a co-design process developing an Augmented Reality (AR) Piano Improvisation Training System, ImproVISe, involving improvisation teachers. The prototype, featuring basic improvisation concepts, was created and refined through expert interaction. Their insights guided the identification of objectives, tools, interaction metaphors, and software features. The findings offer design guidelines and recommendations to address challenges in assessing piano improvisation in a learning context.

Teach Me How to ImproVISe: Co-Designing an Augmented Piano Training System for Improvisation

TL;DR

A co-design process developing an Augmented Reality (AR) Piano Improvisation Training System, ImproVISe, involving improvisation teachers and expert interaction is outlined, offering design guidelines and recommendations to address challenges in assessing piano improvisation in a learning context.

Abstract

Improvisation is a vital but often neglected aspect of traditional piano teaching. Challenges such as difficulty in assessment and subjectivity have hindered its effective instruction. Technological approaches, including augmentation, aim to enhance piano instruction, but the specific application of digital augmentation for piano improvisation is under-explored. This paper outlines a co-design process developing an Augmented Reality (AR) Piano Improvisation Training System, ImproVISe, involving improvisation teachers. The prototype, featuring basic improvisation concepts, was created and refined through expert interaction. Their insights guided the identification of objectives, tools, interaction metaphors, and software features. The findings offer design guidelines and recommendations to address challenges in assessing piano improvisation in a learning context.
Paper Structure (4 sections, 2 figures, 1 table)

This paper contains 4 sections, 2 figures, 1 table.

Table of Contents

  1. Introduction and Background
  2. Co-Desigining ImproVISe
  3. Insights Learned and Discussion
  4. Conclusion and Future Work

Figures (2)

  • Figure 1: Features of ImproVISe: A - Augmented piano space with projector, B - Guided Press, C - Rolling Improv, D - OnWait Improv Rolling, E - Expert Press visualisations.
  • Figure 2: Some impressions during the co-design sessions: interacting with the prototype, planning the lessons, giving feedback, identifying lessons and features.