ABSTRACT
From existing literature overviews (e.g. Frankel 2010; Webster 2002, 2011) and from a growing number of books devoted to technology in music education (e.g. Bauer 2014; Finney and Burnard 2009; Manzo 2011; Rudolph 2005; Watson 2011), it becomes clear that computer-based applications are playing an increasingly important role in the field of music education. Software and hardware developments have led to numerous explorations in the music curriculum. In the domain of instrumental-music education, applications are developed, for example, to monitor musical parameters such as pitch, timbre or dynamics (e.g. WinSingad [Howard et al. 2004], Seeing Sound [Ferguson, Moere, and Cabrera 2005], InTune [Lim and Raphael 2009]), to monitor musical expressiveness (e.g. PracticeSpace [Brandmeyer et al. 2006]), to monitor body movement such as bowing gestures or pianists’ elbow-movement (e.g. AMIR [Larkin et al. 2008], MusicJacket [Van der Linden et al. 2011]), to provide intelligent tutoring (e.g. Imutus [Schoonderwaldt, Hansen, and Askenfeld 2004], Vemus [Fober, Letz, and Orlarey 2007]) or to support the development of improvisation skills (e.g. Miror Impro [Addessi and Volpe 2011], MIMI [Schankler et al. 2011]).
