Musical Instrument Classification using Democratic Liquid State Machines
介绍乐器英语作文
介绍乐器英语作文Title: Introduction to Musical Instruments。
Introduction:Music is a universal language that transcends cultural boundaries and connects people across the globe. One of the most fascinating aspects of music is the variety of musical instruments used to create beautiful melodies and harmonies. In this essay, we will explore a diverse range of musical instruments and delve into their unique characteristics and significance in different cultures.1. String Instruments:String instruments produce sound by vibrating strings. They are classified into several categories based on their construction and playing technique.a. Violin: The violin is a small, four-stringedinstrument played with a bow. It is renowned for its expressive capabilities and is a cornerstone of classical music ensembles.b. Guitar: The guitar is a versatile instrument withsix strings, played by plucking or strumming the strings.It is integral to various music genres, including rock, pop, blues, and folk.c. Harp: The harp features multiple strings stretched vertically across a frame. It is played by plucking the strings with fingers and is often associated with angelic and ethereal sounds.2. Wind Instruments:Wind instruments produce sound by vibrating air withina resonating chamber. They are further categorized into brass and woodwind instruments.a. Flute: The flute is a woodwind instrument with a slender, cylindrical shape. It produces sound when theplayer blows air across a hole in the mouthpiece. The flute is prized for its pure and delicate tone.b. Trumpet: The trumpet is a brass instrument with a bright, powerful sound. It consists of a cylindrical tube bent into a compact shape, with three valves used to change the pitch. The trumpet is a prominent member of brass bands and orchestras.c. Saxophone: The saxophone is a versatile wind instrument invented by Adolphe Sax in the 1840s. It features a conical body and a single-reed mouthpiece. The saxophone is widely used in jazz, classical, and contemporary music genres.3. Percussion Instruments:Percussion instruments produce sound by being struck, shaken, or scraped. They provide rhythm and texture to music.a. Drum Kit: The drum kit, also known as a drum set,comprises various drums and cymbals played with drumsticks or hands. It serves as the rhythmic foundation in many styles of music, including rock, jazz, and pop.b. Djembe: The djembe is a West African drum carved from a single piece of wood, with a goatskin head stretched over the top. It is played with bare hands and is a symbol of community and celebration in African culture.c. Tambourine: The tambourine is a handheld percussion instrument consisting of a circular frame with metal jingles. It is played by shaking or striking the instrument and adds a lively, rhythmic accent to music.Conclusion:Musical instruments play a vital role in shaping the rich tapestry of musical expression worldwide. Whether it's the soaring melodies of a violin concerto, the rhythmic pulse of a drumbeat, or the soulful tones of a saxophone solo, each instrument contributes its unique voice to the symphony of human creativity. By exploring the diversearray of musical instruments, we gain a deeper appreciation for the beauty and diversity of musical expression across cultures and generations.。
各种乐器的英语表达
各种乐器的英语表达(总1页) -CAL-FENGHAI.-(YICAI)-Company One1-CAL-本页仅作为文档封面,使用请直接删除乐器musical instrument 萨克斯saxophone 小号trumpet 长号trombone 大号tuba 木琴xylophone 钢琴piano 吉他guitar 大提琴cello 中提琴viola 小提琴violin 手风琴accordion 口琴harmonica 长笛flute 短号cornet 排笛panpipes/pan flute 大鼓bass drum 小鼓side drum 风琴 organ 琵琶pipa/Chinese lute 钟琴chimes 架子鼓drum set 电吉他electric guitar 贝司bass 班卓琴banjo 竖琴harp 手风琴accordion 独奏小提琴solo violin 独奏中提琴solo viola 独奏大提琴solo cello古筝Guzheng/Chinese ZitherR&R=rhythmand blues节奏布鲁斯; jazz爵士乐; hiphop嘻哈,也泛指rap(说唱乐); countrymusic乡村音乐; pop流行音乐; ethnicfushion民族混合; punkrock朋克摇滚; classicalpop经典流行音乐; britpop英伦摇滚; electrophonicmusic电子音乐; folk民歌 newage music 新世纪音乐 post-rock后摇滚音乐 acappella没有乐器伴奏的歌曲 big-beat大节拍breakbeat 破碎节奏 reggae雷鬼音乐 singer 歌手; performance演唱; melody旋律; musicAlbum 音乐专辑; lyrics歌词; lyricist歌词作者; compose作曲 track音轨; tune曲调; songwriter词曲作者; concerto 协奏曲; accompaniment伴奏 musician音乐人; conductor指挥。
Musical Instruments
Singing
• • • • • • • • singing with action cantata vocal solo group singing male chorus duet trio quartette 表演唱 大合唱 独唱 小组唱 男声合唱 二重唱 三重唱 四重唱
Titles for Music People
• • • • • • • • conductor 乐队指挥 composer 作曲家 singer 歌手 vocalist 声乐家 pianist 钢琴家 violinist 小提琴家 musician 音乐家 drummer 鼓手
Titles for Music People
• • • • • • • • guitarist 吉他手 leading singer 领唱 pop singer 流行歌手 folk singer 民歌手 professional singer 专业歌手 amateur singer 业余歌手 tuner 调音师 disc jockey (DJ)音乐节目主持人; 音乐骑士
trumpet 喇叭
• • • • • • •
piano 钢琴 organ 脚踏风琴 accordion 手风琴 cello 大提琴 guitar 吉他 harp 竖琴 flute 长笛
saxophone 萨克斯 drum 鼓 mouth organ口琴 bag pipe 风琴 violin 小提琴 trumpet 喇叭
Musical Instruments 乐 器
• piano • 钢琴
organ 脚踏风琴
accordion 手风琴
cello 大提琴Biblioteka • guitar • 吉他
• flute • 长笛
Traditional Chinese Musical Instrument - 原版
1.Xun 埙 2.Sheng 笙 3.Dizi 笛子 4. Erhu 二胡 5. Guzheng 古筝
Xun is one of the oldest musical instruments found so far in China with a history of more than 7,000 years.
Thank you !
By the Tang Dynasty ,many new forms of Guzheng appeared through cultural exchanges with Japan, Korea, Mongolia, Vietnam and many other Asian countries.
3.Dizi
Although the structure of the flute is simple,it has a history of more than 7,000 years.
ห้องสมุดไป่ตู้
There are one blowing hole, one affiliated hole and six sound holes. The blowing hole is the first hole of the Dizi, where the air is blown in to make sounds. Next one is the affiliated hole, which is covered by the membrane of the bamboo or bulrush.
1.Xun(埙)
The instrument has been found along the Yangtze River and the Yellow River as Neolithic relics, and is believed very popular in ancient China.
中西音乐文化差异英语
打击乐器
1)有调打击乐器:定音鼓 (Timpani)、木琴(Xylophone); (2)无调打击乐器:小鼓(Snare Drum)、大鼓(Bass Drum)、三角 铁(Triangle)、铃鼓(Tambourine)、 响板(Castanets)、砂槌(Maracas)、 钹(Cymbals)、锣(Gong)。
木管乐器
1)唇鸣类:长笛(Flute)、短笛(Piccolo); (2)簧鸣类:单簧管(Clarinet)、双簧管 (Oboe)、英国管(English Horn)、大管 (Bassoon)、萨克斯管(Saxophone)。
铜管乐器 圆号、小号、(短号)、长号、(次中音 号)、(小低音号)、大号
弦乐器
板胡 BanHu
2 1
弹拨乐器 Plucked instrument
4 5
3 3
6
Percussi
2
onts
打击
乐器
1
5 4
Western Musical Instruments
管乐器Wind instruments 弦乐器Stringed instruments 键盘乐器 Keyboard instruments 打击乐器 Percussion instruments
(1)弓拉弦鸣乐器:小提琴(Violin)、中提琴(Viola)、大提琴 (Cello)、倍低音提琴(Double Bass); (2)弹拨弦鸣乐器:竖琴(Harp)、吉它(Guitar)、电吉它 (Electric Guitar)、贝司(Bass)。
键盘乐器
钢琴(Piano)、管风琴(Organ)、手风 琴(Piano Accordion)、电子琴 (Electronic Keyboard)、电钢琴。
乐器类作文英语模板范文
乐器类作文英语模板范文Title: A Musical Instrument Class Essay。
Music is an integral part of human culture and society. It has the power to evoke emotions, bring people together, and even transcend language barriers. One of the most fascinating aspects of music is the variety of instruments that exist in the world. Each instrument has its own unique sound, history, and cultural significance. In this essay, we will explore the different types of musical instruments, their classifications, and their importance in the world of music.Musical instruments can be broadly classified into four categories: string instruments, wind instruments, percussion instruments, and electronic instruments. String instruments produce sound by vibrating strings, which can be plucked, bowed, or struck. Some of the most well-known string instruments include the guitar, violin, cello, and harp. These instruments are versatile and can be found in a wide range of musical genres, from classical to rock to folk music.Wind instruments, on the other hand, produce sound by vibrating air. They are further divided into two subcategories: woodwind and brass instruments. Woodwind instruments, such as the flute, clarinet, and saxophone, produce sound by blowing air through a mouthpiece and manipulating keys or holes to change the pitch. Brass instruments, such as the trumpet, trombone, and tuba, produce sound by buzzing the lips into a mouthpiece and using valves or slides to change the pitch. Wind instruments are often used in orchestras, jazz bands, and marching bands.Percussion instruments produce sound by being struck, shaken, or scraped. They can be further divided into pitched and unpitched percussion. Pitched percussion instruments, such as the xylophone, marimba, and timpani, produce definite pitches, while unpitched percussion instruments, such as the snare drum, bass drum, and cymbals, produce indefinite pitches. Percussion instruments are the backbone of rhythm in music and are essential in creating a groove and driving the beat.In recent years, electronic instruments have become increasingly popular due to advancements in technology. These instruments produce sound using electronic signals and can mimic the sounds of traditional instruments or create entirely new sounds. Electronic instruments include synthesizers, drum machines, and digital pianos. They are commonly used in electronic music, pop music, and film scoring.The importance of musical instruments in the world of music cannot be overstated. Instruments are the tools that musicians use to express themselves and bring music to life. They provide the means for composers to create beautiful melodies, harmonies, and rhythms. They also serve as a means of communication and connection between people from different cultures and backgrounds.Furthermore, learning to play a musical instrument has numerous benefits for individuals. It can improve cognitive function, enhance fine motor skills, and boost creativity. Playing an instrument also provides a sense of accomplishment and can be a source of joy and relaxation. In addition, playing music with others fosters teamwork, communication, and social skills.In conclusion, musical instruments are an essential part of human culture and society. They come in a wide variety of types and classifications, each with its own unique characteristics and significance. Whether it's the soulful sound of a violin, the powerful blast of a trumpet, the rhythmic groove of a drum, or the futuristic tones of a synthesizer, musical instruments have the power to move and inspire people. They are the tools that musicians use to create beautiful music and the means by which people connect and communicate through the universal language of music. So, whether you're a musician, a music lover, or simply someone who appreciates the beauty of sound, take a moment to appreciate the incredible diversity and richness of musical instruments in the world.。
英语介绍中国乐器分类作文
英语介绍中国乐器分类作文Chinese musical instruments can be classified into four main categories: string instruments, wind instruments, percussion instruments, and plucked instruments. Each category has its own unique sound and playing technique, making Chinese music rich and diverse.String instruments are widely used in traditional Chinese music, with the most famous ones being the erhu, pipa, and guzheng. These instruments produce beautiful melodies and are often played solo or in ensembles to create harmonious music that touches the soul.Wind instruments, such as the dizi (bamboo flute) and suona (double-reed horn), are known for their bright and lively sounds. They are often used in festive occasions, such as weddings and celebrations, to create a joyful atmosphere and uplift people's spirits.Percussion instruments, like the gong, drum, andcymbals, provide rhythm and energy to Chinese music. They are essential in traditional Chinese opera and folk music, adding a sense of drama and excitement to the performances.Plucked instruments, such as the pipa and ruan, are known for their intricate fingerpicking techniques and expressive melodies. They are often used in solo performances or as accompaniment to singing, creating a soothing and meditative atmosphere.In conclusion, Chinese musical instruments come in a variety of forms and styles, each with its own unique characteristics and playing techniques. Whether it's the soulful melodies of string instruments, the lively tunes of wind instruments, the rhythmic beats of percussion instruments, or the expressive sounds of plucked instruments, Chinese music never fails to captivate and inspire listeners around the world.。
介绍乐器英语作文
介绍乐器英语作文Musical instruments are an essential part of human culture and history. They have been used for centuries to create beautiful melodies and express emotions. Different cultures around the world have developed their own unique instruments, each with its own distinctive sounds and characteristics.音乐乐器是人文文化和历史的重要组成部分。
它们已经被用来创造美丽的旋律和表达情感。
世界各地的不同文化都发展出了自己独特的乐器,每种乐器都有其独特的声音和特点。
From the string instruments such as the guitar and violin to the brass instruments like the trumpet and trombone, there is a wide variety of musical instruments that cater to different musical genres and styles. Each instrument requires skill and practice to master, and musicians often develop a deep connection with their instruments over time.从吉他和小提琴等弦乐器到小号和长号等铜管乐器,有各种不同的乐器适合不同的音乐流派和风格。
每种乐器都需要技巧和练习才能掌握,音乐家们经常会随着时间的推移与他们的乐器建立起深厚的联系。
音乐介绍乐器的作文
音乐介绍乐器的作文Music Introduction: Musical Instruments.英文回答:Music is a universal language that transcends cultural barriers and brings people together. It has the power to evoke emotions and create a unique atmosphere. One of the key components of music is the use of musical instruments. These instruments come in various shapes and sizes, each producing a distinct sound that adds depth and richness to the music.There are countless types of musical instruments, each belonging to different categories. One of the most common categories is the string instruments. These instruments produce sound by plucking or strumming the strings. Examples include the guitar, violin, and cello. The guitar, for instance, has six strings that can be played with fingers or a pick. It is a versatile instrument that can befound in various genres of music, from classical to rock. The violin, on the other hand, is known for its melodic and expressive qualities. It is often used in orchestras and solo performances to create beautiful and emotional melodies.Another category of musical instruments is the wind instruments. These instruments produce sound by blowing air into them. Examples include the flute, saxophone, and trumpet. The flute, for instance, is a small and elegant instrument that produces a clear and delicate sound. It is often used in classical music to create soothing and enchanting melodies. The saxophone, on the other hand, is a powerful and versatile instrument that is commonly used in jazz and pop music. It can produce a wide range of tones, from smooth and mellow to bright and energetic.Percussion instruments are yet another category of musical instruments. These instruments produce sound by being struck or shaken. Examples include the drums, tambourine, and maracas. The drums, for instance, are the backbone of any band or orchestra. They provide therhythmic foundation and add energy and excitement to the music. The tambourine, on the other hand, is a small handheld instrument that adds a jingling sound to the music. It is often used in folk and traditional music to create a festive and celebratory atmosphere.In conclusion, musical instruments are an essentialpart of the music-making process. They bring life to the melodies and rhythms, allowing musicians to express themselves and connect with their audience. Whether it'sthe soothing sound of a flute, the melodic tunes of aviolin, or the energetic beats of a drum, each instrument has its own unique qualities that contribute to the beauty and diversity of music.中文回答:音乐是一种跨越文化障碍、凝聚人心的普遍语言。
在音乐课演奏乐器作文英语
在音乐课演奏乐器作文英语The Joy of Musical Instruments in the Classroom.Music, a universal language that transcends boundaries and connects people from all corners of the globe, plays a pivotal role in our lives. It is an expression of emotions, a medium of creativity, and a source of pure joy. In school, music lessons are not just about learning scales and notes; they are about exploring the depths of sound, understanding its power, and harnessing it to create beautiful melodies. One of the most exciting aspects of music classes is the opportunity to play musical instruments.Playing an instrument is not just about mastering techniques; it's about connecting with oneself, understanding the instrument's unique personality, and developing a relationship with it. Each instrument has its own story to tell, and it's fascinating to unravel those stories as one practices and performs. The violin, for instance, with its rich, soulful tone, tells tales ofpassion and longing. The guitar, with its mellow and rhythmic strumming, evokes feelings of freedom and joy. The piano, a powerhouse of music, resonates with the grandeur of classical melodies and the energy of contemporary beats.In music classes, students are introduced to a variety of instruments, giving them the chance to explore their interests and find the perfect fit. The initial stages of learning an instrument are filled with excitement and curiosity. The feel of the instrument in one's hands, the sound it produces, and the sense of accomplishment after mastering a new skill are all irreplaceable experiences.As students progress, they delve deeper into the intricacies of their chosen instrument. They learn about music theory, note values, and rhythmic patterns. They practice scales, exercises, and melodies to hone their skills. The process, though challenging, is incredibly rewarding. The sense of accomplishment when one plays a piece flawlessly or hears their instrument blend harmoniously with others is truly gratifying.Moreover, playing an instrument in a group setting fosters collaboration and teamwork. Students learn tolisten to each other, adjust their playing accordingly, and create beautiful music together. This experience is invaluable, as it teaches them about the importance of unity, cooperation, and mutual respect.In addition to the musical benefits, playing an instrument also has numerous non-musical advantages. It improves concentration, coordinates the brain and body, and enhances motor skills. It acts as a stress reliever, helps in relaxation, and even boosts confidence. The discipline and dedication required to practice an instrument regularly teach students valuable life lessons about perseverance and commitment.In conclusion, playing musical instruments in school music classes is not just about making music; it's about personal growth, discovery, and pure joy. It's about connecting with oneself, understanding the power of sound, and harnessing it to create something beautiful. It's about learning to collaborate, respect, and appreciate thetalents of others. As students progress in their musical journey, they discover that playing an instrument is not just a hobby but a lifelong passion that brings joy and fulfillment.。
音乐课会弹奏的乐器英语作文小学
音乐课会弹奏的乐器英语作文小学Music is a universal language that transcends borders and cultures. In the realm of music education, the learning of various musical instruments plays a crucial role in shaping a child's artistic development and appreciation for the art form. In this essay, we will explore the diverse array of instruments that are typically taught in a primary school music curriculum.One of the most commonly taught instruments in primary school music classes is the recorder. The recorder is a simple wind instrument that is easy for young students to learn and master. Its compact size and straightforward fingering patterns make it an ideal choice for beginners. The recorder's mellow, sweet tone can be used to play a wide range of musical styles, from classical to folk music. As students progress, they can learn to play more advanced recorder techniques, such as articulation and ornamentation, further enhancing their musical skills.Another popular instrument in primary school music education is the xylophone. The xylophone is a percussion instrument that consists of a series of wooden bars arranged in a row, each producing a distinct pitch when struck with a mallet. The xylophone's bright, resonantsound and visual appeal make it engaging for young students. Learning to play the xylophone helps students develop a sense of rhythm, coordination, and an understanding of pitch and melody. As they progress, students can experiment with different playing techniques, such as using multiple mallets to create chords and harmonies.The piano is another essential instrument in primary school music classes. The piano's versatility and ability to produce a wide range of pitches and dynamics make it a valuable tool for teaching musical concepts. Students can learn to read music notation, understand the relationship between notes and chords, and develop their sense of rhythm and timing through piano lessons. Additionally, the piano can be used to accompany other instruments or vocal performances, allowing students to explore the collaborative aspects of music-making.The guitar is another instrument that is often included in primary school music curricula. The guitar's portability and versatility make it a popular choice for both individual and group instruction. Students can learn to play simple chords and melodies, as well as develop their strumming and fingerpicking techniques. The guitar's accessibility and popularity in various musical genres make it an engaging instrument for young learners to explore.In addition to these more traditional instruments, primary school music classes may also incorporate the use of electronic keyboards or synthesizers. These instruments allow students to experiment with a wide range of sounds and timbres, fostering their creativity and understanding of music technology. Students can learn to program and manipulate various sound effects, as well as explore the integration of electronic music with more conventional acoustic instruments.Beyond the individual instruments, primary school music education often involves ensemble playing, where students collaborate to create music as a group. This can include the formation of small bands, orchestras, or choirs, where students learn to listen to and support one another, develop their teamwork skills, and experience the joy of collective music-making.In conclusion, the array of instruments taught in primary school music classes provides students with a well-rounded musical education. From the recorder and xylophone to the piano and guitar, each instrument offers unique opportunities for students to develop their musical skills, creativity, and appreciation for the art form. Through the exploration of these diverse instruments, primary school students can embark on a journey of musical discovery and lay the foundation for a lifelong love of music.。
最新unit-8-musical-instrument乐器英文课件教学讲义ppt课件
everyday and about an hour each time. A: Oh, that is a lot of time. I think you can be a good player one day. B: I hope so. Maybe next time I can play it for you. A: Oh, that’s great. Well, it’s about the time for class, see you next time. B: See you.
teach the students about reading music structure. Learning to play the piano online is
going to be _e_x_c_it_i_n_g_ and fun. You need to find out which one is best for you.
Let’s Listen
Directions: This section is to test your ability to understand short dialogues. Listen to five recorded dialogues in it.
1. A) $ 40. C) $120.
Let’s Listen
Directions: In this section you will hear a recorded short passage. The passage will be read three times. During the second time, you are required to put the words or phrases that you hear in order of the numbered blanks. The third reading is for you to check your writing. Now the passage will begin.
音乐课会弹奏的乐器英语作文小学
音乐课会弹奏的乐器英语作文小学Title: Magical Melodies in Music ClassMusic class is always a delightful adventure, filled with the captivating sounds of different instruments. It's like stepping into a world where melodies come to life, and we get to be the composers and musicians. As a young learner, I eagerly await each music session, eager to explore the enchanting realm of musical instruments.One of the first instruments we learned to play was the recorder. This simple yet charming woodwind instrument has become our trusty companion. With its gentle tones andeasy-to-grasp fingering techniques, we've mastered the art of playing delightful tunes like "Hot Cross Buns" and "Mary Had a Little Lamb." The recorder's sweet melodies have a way of filling our hearts with joy, and it's always a thrill to see our classmates' faces light up as we harmonize together.But our musical journey doesn't stop there. Our music teacher introduced us to the world of percussion instruments, and suddenly, our rhythm took on a whole new dimension. The vibrant colors and mesmerizing sounds of the drums, maracas, and tambourines captivated us instantly. We learned to keep thebeat, tapping our feet and swaying to the infectious rhythms. It's as if our bodies become living metronomes, pulsing with the energy of the music.One of my personal favorites is the xylophone. With its gleaming bars arranged in a beautiful rainbow of colors, it's like a musical stairway to heaven. Each note rings out with a pure, crystalline tone, and we've spent countless hours mastering simple melodies and improvising our own compositions. The xylophone has taught us the importance of precision and coordination, as we carefully strike each bar with the mallets, creating melodies that dance across the instrument's keys.But the magic doesn't end there. Our music teacher has also introduced us to the enchanting world of stringed instruments. The gentle strumming of the ukulele has become a familiar sound in our classroom, and we've learned to pluck out simple chords and accompany our singing voices. It's like carrying a miniature orchestra in our hands, and the joy of making music together is truly indescribable.As we continue our musical journey, we've also had the opportunity to explore the rich tones of the piano. Its ivory keys hold the power to transport us to distant lands and evoke emotions we never knew existed. With each lesson, we learn todecipher the language of music notation, translating those mysterious dots and lines into breathtaking melodies. The piano has taught us patience, discipline, and the art of expression, as we strive to convey the depth of our emotions through our fingertips.Music class is not just about learning to play instruments; it's about discovering the magic of creativity and self-expression. It's a place where we can let our imaginations soar, where we can transform our emotions into beautiful harmonies. Whether we're strumming the ukulele, tapping the drums, or caressing the piano keys, we're embarking on a journey of self-discovery, exploring the depths of our souls through the universal language of music.As we grow older, I know these musical experiences will forever remain etched in our hearts. The melodies we've learned, the rhythms we've mastered, and the friendships we've forged through our shared love of music will become cherished memories. And who knows, maybe one day, we'll find ourselves on grand stages, performing for audiences far and wide, sharing the magic of music with the world.。
学校里有乐器吗英语作文
学校里有乐器吗英语作文标题,Does Our School Have Musical Instruments?Introduction:In our school, the presence of musical instruments enriches our educational experience. The availability of these instruments not only facilitates musical education but also fosters creativity and a sense of community among students. In this essay, we will explore the significance of having musical instruments in our school and how they contribute to our overall learning environment.Body:1. Enhancing Musical Education:Musical instruments provide students with hands-on experience in learning music theory and practical skills.Having access to a variety of instruments allows students to explore different genres and styles of music.Through playing instruments, students develop a deeper understanding of rhythm, melody, and harmony.2. Fostering Creativity:Playing musical instruments encourages students to express themselves creatively.Experimenting with different sounds and techniques sparks imagination and innovation.Collaborative music-making experiences promote teamwork and communication skills.3. Building Community:Music brings people together, and having instruments in school encourages bonding among students.Group performances and ensemble practices create a sense of camaraderie and unity.Students learn to appreciate each other's talents and support one another in their musical endeavors.Conclusion:In conclusion, the presence of musical instruments in our school plays a vital role in enhancing our educational experience. Not only do they contribute to our musical education, but they also foster creativity and a sense of community among students. Therefore, it is essential to continue providing access to musical instruments in our school to enrich the lives of students and cultivate a thriving learning environment.(Word Count: 214 words)。
英语介绍中西乐器的作文
英语介绍中西乐器的作文Introduction to Chinese and Western Musical Instruments。
Music is a universal language that transcends borders and cultures. It is an art form that has been enjoyed by people all over the world for centuries. In different parts of the world, different types of musical instruments have been developed to create unique sounds and melodies. Inthis essay, we will explore the differences andsimilarities between Chinese and Western musical instruments.Chinese musical instruments have a long history that dates back to ancient times. They are classified into four categories: stringed, wind, percussion, and plucked. Someof the most famous Chinese instruments include the erhu, pipa, guzheng, dizi, and suona. The erhu is a two-stringed fiddle that is played with a bow made of horsehair. It is often used to create a melancholic and emotional sound. The pipa is a four-stringed lute that is played with a pick. Itis known for its fast and intricate finger movements. The guzheng is a 21-stringed zither that is played with finger picks. It is often used to create a serene and meditative sound. The dizi is a bamboo flute that is played vertically. It is known for its bright and clear sound. The suona is a double-reed wind instrument that is often used in Chinese traditional music.Western musical instruments, on the other hand, have a more recent history and are classified into four categories: stringed, wind, percussion, and keyboard. Some of the most famous Western instruments include the violin, guitar, piano, trumpet, and drums. The violin is a four-stringed instrument that is played with a bow made of horsehair. Itis often used in classical music and is known for its rich and expressive sound. The guitar is a six-stringed instrument that is played with a pick or with the fingers.It is often used in rock, pop, and folk music. The piano is a keyboard instrument that is played by pressing keys. Itis known for its versatility and is used in a wide range of musical genres. The trumpet is a brass instrument that is played by blowing air through a mouthpiece. It is oftenused in jazz and classical music. The drums are a percussion instrument that is played by striking withsticks or hands. They are used in a wide range of musical genres, from rock to hip-hop.Despite the differences in the types of instruments used, both Chinese and Western music share a common goal: to express emotions and tell stories through sound. Both types of music use melody, harmony, rhythm, and dynamics to create a unique sound that is pleasing to the ear. They both require skill and practice to master and are often used in cultural and social events.In conclusion, Chinese and Western musical instruments are both unique and beautiful in their own way. They have their own distinct sounds and styles that have been developed over centuries. Whether you prefer the melancholic sound of the erhu or the expressive sound of the violin, there is something for everyone to enjoy in the world of music.。
小学英语作文乐器
小学英语作文乐器Musical Instruments。
Music is an important part of our lives. It can make us happy, sad, excited, or relaxed. There are many different musical instruments in the world, and each one has its own unique sound and characteristics.One of the most popular musical instruments is the piano. The piano is a versatile instrument that can be used to play many different types of music, from classical to jazz to pop. It has 88 keys and can produce a wide range of sounds, from soft and gentle to loud and powerful. Many famous composers and musicians have been piano players, and it is often considered the "king of instruments".Another popular instrument is the guitar. The guitar is a string instrument that is used in many different genres of music, including rock, blues, country, and folk. It can be played with a pick or with the fingers, and can producea wide variety of sounds. Many people enjoy playing the guitar because it is relatively easy to learn and can be played solo or in a band.The violin is a beautiful and elegant instrument thatis often used in classical music. It has four strings andis played with a bow, which is moved across the strings to produce sound. The violin has a rich and expressive sound, and is often used to play melodies and solos in orchestras and chamber ensembles.The flute is a woodwind instrument that is played by blowing air across a hole in the mouthpiece. It has abright and clear sound, and is often used in classical and jazz music. The flute is a versatile instrument that can be played in many different styles, and is often used as a solo instrument or as part of a larger ensemble.The drums are a percussion instrument that is used to keep the beat in music. They come in many different shapes and sizes, and can be played with the hands or with drumsticks. Drums are an important part of many differenttypes of music, including rock, pop, jazz, and world music. They provide the rhythm and energy that drives the music forward.In conclusion, musical instruments are an important part of our lives and our culture. They come in many different shapes and sizes, and can be used to play many different types of music. Whether you enjoy the elegant sound of the violin, the powerful sound of the drums, or the versatile sound of the piano, there is a musical instrument out there for everyone. So why not pick up an instrument and start making music today?。
乐器作文英语四级模板
乐器作文英语四级模板Musical Instruments as a Window into Cultural Heritage。
Music has long been an integral part of human culture, transcending geographical boundaries and connectingsocieties through shared experiences. Musical instruments, as the physical conduits through which melodies and rhythms are expressed, play a pivotal role in the preservation and transmission of cultural traditions. Delving into the world of musical instruments offers a profound glimpse into the rich tapestry of human history and diversity.Historical Significance。
Musical instruments have been present in human civilizations for millennia, dating back to the earliest known examples from around 40,000 BCE. Archaeological discoveries have unearthed a remarkable array of ancient instruments, including flutes, drums, and stringed instruments. These artifacts provide invaluable insightsinto the musical practices and cultural development of past societies.The evolution of musical instruments over time reflects both technological advancements and changing cultural values. Ancient instruments were often crafted from natural materials such as wood, bone, and skin, while modern instruments incorporate advanced materials and manufacturing techniques. The introduction of electronic instruments in the 20th century revolutionized the musical landscape, opening up new possibilities for sound manipulation and artistic expression.Cultural Identity。
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Musical Instrument Classification usingDemocratic Liquid State MachinesJornt R.de Gruijl jornt.degruijl@phil.uu.nl Marco A.Wiering marco@cs.uu.nl Utrecht University,Department of Information and Computing Sciences,Padualaan14,3584CH UtrechtAbstractThe Liquid State Machine(LSM)is a rel-atively new recurrent neural network archi-tecture,in which a static recurrent spikingneural network referred to as a‘liquid’anda trainable read-out network are combinedto tackle time-series data.In this paper wedescribe the Democratic Liquid State Ma-chine(DLSM)that uses an ensemble of sin-gle LSMs.We investigated the feasibility ofthe two LSM architectures as a complex spec-trum analyzer over a broad frequency rangeusing a musical instrument classification taskin which bass guitar andflute had to be rec-ognized by timbre.The experiments showedthat single LSMs correctly classified96%ofall test samples,whereas the DLSMs classi-fied99%of all test samples correctly,improv-ing overall performance to near perfection.1.IntroductionTime-series data,such as sound,have long been a problematic type of input for classic feedforward neu-ral networks.This is due to the fact that they lack the ability to retain information,which is a necessity for real-time processing of temporal patterns.Possible so-lutions for this problem are to use a time-delayed neu-ral network(Waibel et al.,1988)or a recurrent neural network(RNN).The problem of using a time-delay neural network is that one has to decide in advance how many previous time-steps to take into account as useful input information.This is related to the(un-known)Markov order of the system.If one specifies too many inputs,the result is often slow learning and overfitting,whereas with too few inputs the task can-not be learned well.A problem with traditional re-current neural networks trained with algorithms such as backpropagation through time(BPTT)(Rumelhart et al.,1986)or real-time recurrent learning(Williams &Zipser,1989),is that learning long-term dependen-cies is made very difficult due to the problem of van-ishing gradients(Hochreiter,1998).This occurs when the error that is being backpropagated dilutes with ev-ery step,so that it cannot reliably learn from inputs that lie many(e.g.more than10)steps in the past.A more advanced recurrent neural network architec-ture is Long-Short Term Memory(LSTM)(Hochre-iter&Schmidhuber,1997).LSTM is ideally suited for remembering particular events,such as remember-ing whether some lights were on or off(Bakker et al., 2003),but in a previous comparison to evolving Spik-ing neural networks,LSTM was outperformed on cer-tain toy problems(Koopman et al.,2003).Two new recurrent neural network architectures are the echo state network(Jaeger,2001),and the liq-uid state machine(Maass et al.,2002).These novel architectures share the principle of using a staticfil-ter(dubbed‘liquid’)that transforms a temporal input stream to an activation pattern and a function approx-imator that learns to map the activation pattern to the desired ually,a non-adaptive liquid is used, which makes it unnecessary to search in the space of recurrent neural networks.In this case,only a feedfor-ward mapping has to be learned,which can be done by e.g.feedforward neural networks(Rumelhart et al., 1986).In this paper we propose the Democratic Liquid State Machine(DLSM)that uses bagging and majority vot-ing to enhance the capabilities of a single LSM.Since LSMs generally have low bias and high variance,an ensemble approach may turn out to be very fruitful. We compare the LSM and the DLSM on a musical instrument classification task.In this task we made our own bass guitar andflute samples and studied the classification accuracy of both algorithms.Outline.In Section2,we describe the Liquid State Machine approach and in Section3we describe the DLSM.Section4describes the experimental setup,and Section5presents the results.In Section6we discuss the obtained results and sketch future possi-bilities.2.Liquid State MachinesThe Liquid State Machine(LSM)(Maass et al.,2002) utilizes two principles:the capacity of forward pro-cessing neural networks to work with high dimensional vectors,and the property of recurrent neural networks of retaining information.Since the latter occurs even without training,one could train a function approxi-mator such as a linear or feedforward neural network on the perturbations in an untrained recurrent neu-ral network.The difference between the LSM and the Echo State Network(ESN)(Jaeger,2001)lies in the type of untrained recurrent neural network that is used.For the ESN,a recurrent neural network with neurons with a sigmoid activation function are used, whereas for the LSM a spiking neural network consist-ing of spiking neurons is used.2.1.The Main Idea of the LSMInput is fed into the liquid of an LSM M,which gen-erates a corresponding liquid state.The liquid state can be regarded as the output of some operator orfil-ter L M that maps input functions u(·)onto functions x M(t):x M(t)=(L M u)(t).Because not all inputs last the same number of time steps and the amount of information that can be repre-sented by afinite number of nodes is limited,an LSM is supposed to have a fading memory.Fading memory(Boyd&Chua,1985)is a continuity property offilters F that requires any output(F u)(T) of input function u(·)∈U n to possibly be approx-imated by the output(F v)(T)of an input function v(·)∈U n that approximates u(·)in a sufficiently long time interval[0,T].With this requirement met,F has fading memory if for every u∈U n and for ev-ery >0there existδ>0and T>0such that if ||(F v)(T)−(F u)(T)||< for all v∈U n it holds that ||u(t)−v(t)||<δfor all t∈[0,T].To illustrate this,one could view the liquid metaphor-ically as an actual liquid,e.g.a pond.Rain on the pond causes the surface to ripple,but due to friction the ripples fade.The most recent drops contribute the most to the current state of the pond’s surface.Like-wise,in a liquid,inputs decay as time goes by,causing more recent inputs to have a larger influence on the current liquid state than other ones.In addition to the property of fading memory,the LSM needs to have the properties of approximation and sep-aration.The property of separation means that that distinctly different input patterns should yield dis-tinctly different liquid state representations.Anyfil-ter that has this characteristic can be used as a liquid. The property of approximation means that the read-out network can learn the target function until an ar-bitrary precision.Maass et al.have proven that LSMs satisfying the properties of separation and approxima-tion have universal power for computations with fading memory on time-series(Maass et al.,2002).Taking a liquid state x M(t)as input,the read-out net-work functions as a function f M that transforms at any time t the liquid state into an output y(t):y(t)=f M(x M(t)).The read-out network does not need some form of memory,since information about earlier states is re-tained by the liquid.Thus,the liquid is used to trans-form a temporal stream of inputs to an activation pat-tern of the neurons in the liquid at time-step t.The read-out network is now trained to map the activation pattern x M(t)to the desired output y(t),which can be done using supervised learning algorithms such as feedforward neural networks.putations in the LiquidWe will describe the liquid we have used in our experi-ments,which can be seen as a simplified version of the integrate-and-fire model(Gerstner&Kistler,2002). In the brain there are many kinds of neurons,but some things they all have in common.They all have means of sending a signal and receiving incoming signals:an axon and dendrites,respectively.When the sum of incoming signals exceeds a certain threshold level,the neuron generates an electro-chemical pulse along its axon.It then enters an absolute refractory period in which it cannotfire,followed by a relative refractory period in which it is hard to excite a response from the neuron.1Due to the biological nature of the task,the decision was made to use a liquid consisting of spiking neurons, which are similar in many ways to organic neurons. Spiking neurons accumulate input signals until they exceed a certain threshold,at which point they reset their activation value andfire a pulse(usually a1in-1Even this is greatly simplified.For more in-depth in-formation about biological neurons,we refer you to books such as“Cognitive Neuroscience–the Biology of the Mind”by Gazzaniga,Ivry and Mangun(2002).stead of the0indicating inactivity),as described by the following formula:f(a)={1,if a≥θ,and0otherwiseIn the function above,θis the threshold value.For the experiments a value ofθ=1was used.If the threshold is not reached,the activation exponentially decreases back to10%of its original level,which took15time steps in the experiments with the selected decay factor φ:φ15=0.1→φ=e115ln0.1To calculate the activation value a t(i)at time t for neuron i,the following recursive formula is used:a t(i)=φ·a t−1(i)+i t(i)Where i t(i)is the sum of incoming signals at time t for neuron i:i t(i)=jw ji f(a t−1(j))The summation above is over the incoming connec-tions with weights w ij,and depends on the liquid structure.f(a)is the threshold function as defined before.When a nodefires,the pulse travels along weighted connections to other neurons.After this,the neuron thatfired enters an absolute refractory period in which it cannotfire.During this time it can still accumulate input signals,potentially causing the neuron tofire immediately once the refractory period is over.How-ever,the decay factor possibly causes them to have extinguished enough to have little or no effect.An ab-solute refractory period of15time steps was selected. Unlike biological neurons,the spiking neurons used in the experiment had no relative refractory period.2.3.Mapping the Liquid to the Read-outNetworkThere are multiple ways to map the liquid state to the read-out network.Some examples are to use activa-tion patterns at a certain point in time of a randomly selected number of neurons in the liquid,or only those of a designated output layer,or even of the entire liq-uid.Another approach could be to usefiring rates of neurons.For the representation of the liquid states,it was de-cided to use a vector containing the activation values of all of the non-input nodes of the liquid.Thus,when the read-out network was called upon to classify the sample,it would be fed a list of activation values of that particular point in time.This way,no additional factors have to be introduced(e.g.firing rates)and the chances of leaving crucial liquid nodes out of the read-out network’s input are eliminated.3.Democratic LSMsThere exist a number of general algorithms that learn multiple models(classifiers)and combine them to pro-duce thefinal result.One method is stacked general-ization(Wolpert,1992)which combines induced mod-els from the bottom layer to the top-layer,where in-dependent model errors are used to select models for predicting the answer to a query.Stacked generaliza-tion can be seen as a meta-theory for combining mod-els.An example of this theory is the hierarchical mix-tures of experts that uses gating networks to divide the input-space into regions where experts are responsible for giving the outputs(Jordan&Jacobs,1992).An-other ensemble algorithm is bagging(Breiman,1996) which learns a set of independent models byfirst boot-strapping the data to get a training set and then trains a new classifier on this data set.This is subsequently repeated a number of times.The models are then com-bined by using majority voting of the predicted classes. Another method which receives a lot of attention is boosting(Freund&Schapire,1996;Schapire et al., 1997)which sequentially trains a set of models where the data is reweighted after learning each new classi-fier.This is done so that misclassified examples get higher weight in the training data for the next classi-fier.By combining multiple classifiers through voting, individual errors are corrected by the other classifiers. Here we introduce democratic Liquid State Machines which are similar to using a bagging method with liq-uid state machines.However,since a liquid state ma-chine consists of a liquid and a read-out network,there are two options to use bagging;(1)A single liquid is used,and multiple read-out networks are trained using this liquid;(2)Multiple liquids and read-out networks are independently trained and used together with ma-jority voting to produce thefinal result.Thefirst option we discarded,since we are using ran-domly initialized liquids.That could cause a liquid unable to represent all frequency bands equally well to be used for all read-out networks,leading to poor performance if a characteristic frequency should fall in such a range.Also,the diversity found in the read-out networks trained on a single liquid could be relatively small.We used the second method,and thereby ini-tialized multiple liquids for which separate read-out networks are used.It is well-known that bagging methods perform best if a classifier has a small bias and a large variance.Due to the large dimensionality of inputs(based on the many neurons in the liquid)and the use of a feedfor-ward neural network as read-out network,we expect LSMs to have a large variance and thus to profit from using the ensemble method.We will see in the exper-iments whether our expectations turn out to be right.4.Experimental Set-upLSMs are relatively new and have been shown to per-form well on toy problems.Little is still known about the feasibility of using them for more practical tasks, though promising research in thisfield has been done (Vreeken,2004).We decided to investigate the feasi-bility of utilizing the LSM principle for a practical task that–to our knowledge–had not been formally inves-tigated yet:complex spectrum analysis over a broad frequency range.To this end,a classification task is used in which two musical instruments,the bass guitar and theflute, have to be identified by frequency analysis.Audio classification tasks using neural networks can be done by selecting key characteristics of the samples,analyz-ing a sample to extract these characteristics and then feeding the resulting information vector into a forward processing network(Malheiro et al.,2004).The hybrid network autonomously performs thefirst two steps, providing an improvement in terms of engineering. The research focused on the tonal overlap of the two in-struments,since the set of common tones is the only set where the distinction between the two musical instru-ments must be made by timbre alone.An advantage was the fact that this set is relatively small,thus cre-ating natural boundaries for the range of sound frag-ments.4.1.Processing the Input-streamsThe information fed to the read-out network in this project came directly from the liquid.The liquid’s input was pre-processed:a Fast Fourier Transform (FFT)algorithm with afixed time window of5.8ms. was used to preprocess the sound samples,transform-ing the wave pattern into a vector of frequencies and their respective amplitudes.This is similar to the pre-processing that occurs in the human cochlea and was considered to be highly likely to boost the performance of the LSM.Feeding the liquid raw wave data was therefore not attempted.The vectors resulting from the FFT were inserted into the liquid one by one every5.8ms.For every sam-ple,5‘snapshots’(or fragments)of liquid activations at different time steps were made,which were in turn passed on to the read-out network.These results of the read-out network after each snapshot are then com-bined using a majority voting procedure.The idea behind the snapshots procedure was that some part of a sound clip is likely to correspond with some of the data learned by the network,facilitating classifica-tion,while the chances of wrongly classifying a musical instrument because of an uncharacteristic activation pattern are decreased.4.2.The Liquid StructureFor every frequency band that the FFT algorithm sup-plied there was one input neuron(for a total of64). The input neuron added the FFT-value(between0 and1)for this frequency band to its discounted pre-vious activation.Itfired when its activity exceeded thefiring threshold1.Note that the only information used about the volume of a frequency band this way is whether the activity of the neuron(computed us-ing FFT-values over multiple steps)exceeded itsfiring threshold or not.The volume levels of the recordings also differed greatly,making volume not much of a characteristic by which to determine what musical in-strument was heard.The LSMs have to use crucial in-formation about the timbre(the auditivefingerprint) of an instrument,for which the complete frequency spectrum plays a central role for the classification task. For every input neuron there was a four-neuron col-umn,thus creating a grid with64columns andfive (5)rows,of which one row consisted solely of input neurons.The neurons were randomly connected with the chance of two neurons connecting given by the for-mula:P c(a,b)=C·e−D(a,b)2λ2Here D(a,b)denotes the Hamming distance between nodes a and b.C is a constant between0and1and regulates the balance between local and global connec-tions together withλ.For the experiments we used C=0.9andλ=2.Throughout the liquid all weights for the connections were set to0.2,causing at least5simultaneous activa-tions to be needed for a neuron tofire.A total of10% of the connections was inhibitory as opposed to exci-tatory.These connections were randomly distributed through the liquid.4.3.The Read-out NetworkThe read-out network was a feedforward neural net-work with two output units trained using the back-propagation algorithm with a learning speed of0.1. Training ended when the read-out network gave only correct answers that had an activity at least a factor 1.5bigger than the activity of the wrong output unit on the training set,or when2000iterations had been done.Though normally a network with a small number of hidden neurons works best for classification tasks–since this forces the network to generalize over the data –we found through trial and error that using50hid-den neurons worked best for this task.This is possibly due to the way the network was trained.Presumably, when combined with the conditions for ending train-ing,this large number of hidden neurons allowed the network to represent many possible properties a sam-ple could have with a small weight attached,thus cre-ating a good generalization performance.4.4.The Sound FilesThe soundfiles used were16-bit mono Wave-files with a sample rate of22kHz.The total set of234samples was equally divided in 117recordings of bass guitar sounds and117offlute sounds.Per run,the system was trained on a random set of100bass and100flute samples,after which it was tested on the remaining samples.For the experi-mental results we repeated this10times using different training and test sets.Most of the soundfiles were made especially for this research.For those recordings,three bass guitars and threeflutes that were significantly different in timbre were used.To further prevent overfitting some au-dio snippets from compact discs of several performing artists were used.These samples did not necessarily only use tones that the bass guitar andflute have in common.But since they were relatively few(approxi-mately15%of the total number of samples),they were expected to give the system a bias at most.The set of samples consisted of fragments of scales or melodies,two-tone intervals,and single tones.On most of the recordings only one instrument(bass or flute)could be heard.But to test the LSM’s robust-ness,other recordings could also feature‘noise’rang-ing from softly playing instruments to roaring crowds. Care was exercised so as not to select recordings of both bass guitar andflute,though.Although some were longer,most soundfiles were roughly one second in length,meaning they would be fed into the liquid in about170time bined with thefive snapshot approach,that would boil down to34time steps between snapshots.The snapshot method can also be regarded as provid-ing the LSM withfive times the number samples that was originally recorded.In the rest of this article,we will refer to such very short fragments of original sam-ples as‘fragments’while using the term‘samples’to indicate original complete soundfiles.The multiple classifications of the single fragments of a sample are also used for majority voting over the classification of the complete sample.5.Experimental ResultsThe experiments were done with software written in Java,run on a system with a1.92GHz AMD Athlon XP2600+processor with512MB of RAM,under Mi-crosoft Windows XP Professional.A total of50single liquid state machines were tested on10different test sets(and training sets).For the DLSMs,10runs were performed,each with a different test set(and training set),with10LSMs to vote.There is a structural difference between the tables with the results for the single LSMs and the DLSMs: those for the single LSMs have no‘undecided’cate-gory,whereas those for the democratic LSMs do.This is because single LSMs get a fragment or sample ei-ther wrong or right.Fragments could theoretically be undecided with the read-out network giving equal out-put for both,but in practice this never happens.Fur-thermore,because of the5snapshots procedure,either bass orflute had to be chosen in the end,with no mid-dle way possible.Because we used10LSMs in the DLSM setup,things were different there.It was pos-sible for5LSMs to vote for one instrument while the other half voted for another.In this case the classifi-cation is“undecided”.5.1.Results with Single LSMsThe experimental results with single LSMs are shown in Tables1,2,and3.As can be deduced from Tables 1and2,the bass andflute were about equally diffi-cult for the single LSMs.Apparently no easy means of identification was found to circumvent an in-depth analysis of the input,otherwise eitherflute or bass would have been classified correctly significantly more. Table3shows that the total accuracy of the single LSMs on fragments is88.4%and on the samples it is 95.9%which are rather good results.Simple tones made up for most of the training and test sets,and unsurprisingly these were usually cor-rectly classified.They did not score highest,though, probably due to the fact that a single tone does not hold as much information for classification as severalTable1.Classification accuracy of the single LSMs for the bass guitar samples.Average Std.Dev.Fragments Wrong12.7%7.6%Samples Wrong 3.2% 6.8%Table2.Classification accuracy of the single LSMs for the flute samples.Average Std.Dev.Fragments Wrong10.6% 5.3%Samples Wrong 5.0% 6.8%tones do.On top of that,it was observed that from run to run errors could concentrate in certain parts of the frequency range.This is probably due to the ran-domness of the liquid,causing it to react in different ways in different parts of the frequency range.A single tone in a part of the frequency range that the liquid does not respond well to,makes it hard to classify the sample without additional tones in other parts of the frequency range.As a result two-tone intervals and fragments of scales scored relatively higher.Despite the few samples taken from compact discs, those sample fragments were classified correctly re-markably often.This is possibly due to professional mixing,enhancing salient features.There was a dif-ference between the scores for bass andflute in this cat-egory,however.The system performed slightly better on theflute CD samples,which was probably caused by the fact that the average bass sample had more background noise than the averageflute sample.A live performance forflute is not often accompanied by roaring crowds and aflute is often recorded with a very clean sound in the studio.A bass,on the other hand, is often found playing in front of noisy people when performing live and adding some amount of electronic effects when recording in a studio.All in all,the LSMs performed well and proved to handle large amounts of noise with relative ease.The performance of the system regarding bass over-tones is worth special mention.Overtones are basi-cally the same as normal tones,minus the lowest fre-quency.As an effect,they are among the rare bass tones that can be as high as some of the higherflute tones.Only four training samples for these overtones Table3.Total classification accuracy of the single LSMs.Average Std.Dev.Fragments Wrong11.6% 5.2%Samples Wrong 4.1% 4.1% existed,yet85%of the fragments was classified cor-rectly.The most spectacular result was in one run where there were no training samples for overtones in the training set,since they were all part of the test set.Despite that,one all-overtone sample was classi-fied correctly100%of the time,and the other samples normally.Apparently the system learned to do a de-cent frequency analysis,sinceflute CD samples were the only other ones to get into the same frequency range,which could have easily led the LSM to be mis-taken.Another interesting observation worth mentioning is the fact thatflute and bass samples with a vibrato tone in it were almost always classified correctly.Pos-sibly the system used this as a salient feature,since mostflute tones have some vibrato,but the fact that the bass also benefited from this suggests otherwise. Most likely it is due to the fact that vibrato is not necessarily only a change in volume,but also a slight pitch shift,going up and down periodically.Because of this continuous sweeping across frequency bands, neighboring input neurons are sequentially activated through time,causing new neurons in the liquid to fire while other neurons sit through their refractory periods.This way,a pattern that defines the tone can be held almost continuously by the liquid,making it easier for the read-out network to classify.5.2.Results with Democratic LSMsThe results of the DLSMs are shown in Tables4,5,and 6.The performance of the DLSMs is significantly bet-ter than that of single LSMs.The only samples that were incorrectly classified wereflute samples.Most of these mistakes occurred during a run in which there were hardly any training samples similar to the sam-ples that were incorrectly identified.Performance increased overall with the greatest in-crease lying in the classification of single-tone sam-ples.Most errors in identifying these were caused by random liquid structures incapable of adequately representing certain frequency-bound characteristics. Such individual errors are now canceled out.For the otherfiles,majority voting in general causes a decreaseTable4.Classification accuracies of the Democratic LSMs for the bass guitar samples.Average Std.Dev.Fragments Wrong8.6% 5.5%Fragments Undecided 1.5% 2.5%Samples Wrong0.0%0.0%Samples Undecided0.6%0.5%Table5.Classification accuracies of the Democratic LSMs for theflute samples.Average Std.Dev.Fragments Wrong7.6% 6.3%Fragments Undecided 1.2% 3.5%Samples Wrong 1.8% 6.1%Samples Undecided0.0%0.0%in misidentified fragments,which in turn leads to im-proved performance in classifying samples.The performance on all samples of the Democratic LSMs is99.1%with0.3%of the samples undecided. This is an excellent performance,but some frag-ments were structurally mistakenly identified,seem-ingly without reason for an experienced human ear. The only general trend found in problematic cases is that some bass samples had tones without a clear on-set,swelling like aflute tone.However,since the LSMs that were used are presumed to be insensitive to this feature due to the structure of the spiking liquid,this seems unlikely.Forflute tones,no satisfying explana-tion was found either.It would seem that despite the positive results overall,there remains the question of which features the LSMs deem salient for classification and whether these are at all similar to the properties the human brain primarily takes into account.6.DiscussionIn this paper we described the Democratic Liquid State Machine that extends the normal LSM by using an ensemble method and majority voting using mul-tiple liquids and read-out networks.The experimen-tal results on a musical instrument classification task showed an excellent performance of the DLSM,getting an accuracy of about99%on the testing samples. Another musical instrument classification experiment usingflute,eight other wind instruments and a pi-Table6.Total classification accuracies of the Democratic LSMs.Average Std.Dev.Fragments Wrong8.1% 4.8%Fragments Undecided 1.4% 2.6%Samples Wrong0.9% 2.6%Samples Undecided0.3%0.3%ano in a one-versus-one classification paradigm yielded 98%correctly identified samples in the piano-versus-other cases.2(Essid et al.,2004)The samples used were recordings of solo musical phrases taken from CDs of classical music and jazz,and included both live and studio performances.Identification was done by doing an extensive and advanced feature analysis of the entire sample,rendering real-time classification impossible.It would appear that the DLSM yields similar results without a lot of a priori knowledge and assumptions about the input.Furthermore,it enables real-time classification.The matter of which features of the samples were used by the DLSMs for classification is one that raises ques-tions.Though the system performs extremely well, little is known about the actual processes by which a decision is made.We do not know whether a DLSM scrutinizes the same qualities of the sounds that the human brain does.Thus we cannot tell to what mea-sure a DLSM is biologically plausible.For future research,it would be interesting to see how such a system would perform on similar classification tasks with more than two categories,e.g.the musical instruments used by Essid et al.(2004).Furthermore, it is worth investigating how the DLSM would per-form on a more complex frequency analysis task,such as discriminating between a hobo and a clarinet by timbre,thus taxing the separation property of the liq-uids more.This would also shed more light on the performance of the DLSM when compared to earlier research in musical instrument classification. Research as to the feasibility of a DLSM as an on-line music genre classifier may also prove fruitful.Many downloadable musicfiles on computer networks are of-ten found lacking such information,causing inefficien-cies in processes such as search commands.Should a DLSM prove capable of classifying music genres(which 2Since they used no bass guitar in this experiment,we selected the piano,which is the instrument that approxi-mates the sound of a bass the most out of the instruments they used.。