Children's Creative Music-Making with Reflexive Interactive Technology discusses pioneering experiments conducted with young children using a new generation of music software for improvising and composing. Using artificial intelligence techniques, this software captures the children's musical style and interactively reflects it in its responses. The book describes the potential of these applications to enhance children's agency and musical identity by reflecting players' musical inputs, storing and creating variations on them. Set in the broader context of current music education research, it addresses the benefits and challenges of incorporating music technologies in primary and pre-school education. It is comprised of six main chapters, which cover the creation of children's own music and their musical selves, critical thinking skills and learner agency, musical language development, and emotional intent during creative music-making. The authors provide a range of straight-forward techniques and strategies, which challenge conceptions of 'difficult-to-use music technologies' in formal music education. These are supported by an informative collection of practitioner vignettes written by teachers who have used the software in their classrooms. Not only are the teachers' voices heard here, but also those of children as they discover some of the creative possibilities of music making. The book also provides free access to a companion website with teacher forums and a large bank of activities to explore. A toolkit serves as a database of the teaching activities in which MIROR applications have been used and provides a set of useful ideas regarding its future use in a variety of settings. This book demonstrates that music applications based on artificial intelligence techniques can make an important contribution to music education within primary and pre-school education. It will be of key interest to academics, researchers and postgraduate students in the fields of music education, music technology, early years and primary education, teaching and learning, and teacher educators. It will also serve as an important point of reference for Early Years and Primary practitioners.

Children's Creative Music-Making with Reflexive Interactive Technology discusses pioneering experiments conducted with young children using a new generation of music software for improvising and composing. Using artificial intelligence techniques, this software captures the children's musical style and interactively reflects it in its responses. The book describes the potential of these applications to enhance children's agency and musical identity by reflecting players' musical inputs, storing and creating variations on them. Set in the broader context of current music education research, it addresses the benefits and challenges of incorporating music technologies in primary and pre-school education. It is comprised of six main chapters, which cover the creation of children's own music and their musical selves, critical thinking skills and learner agency, musical language development, and emotional intent during creative music-making. The authors provide a range of straight-forward techniques and strategies, which challenge conceptions of 'difficult-to-use music technologies' in formal music education. These are supported by an informative collection of practitioner vignettes written by teachers who have used the software in their classrooms. Not only are the teachers' voices heard here, but also those of children as they discover some of the creative possibilities of music making. The book also provides free access to a companion website with teacher forums and a large bank of activities to explore. A toolkit serves as a database of the teaching activities in which MIROR applications have been used and provides a set of useful ideas regarding its future use in a variety of settings. This book demonstrates that music applications based on artificial intelligence techniques can make an important contribution to music education within primary and pre-school education. It will be of key interest to academics, researchers and postgraduate students in the fields of music education, music technology, early years and primary education, teaching and learning, and teacher educators. It will also serve as an important point of reference for Early Years and Primary practitioners.

The girl Husn and the boy Ask are betrothed to each other as children. But Husn violates the custom of the tribe by falling in love with him, and Ask must undergo the trials of a journey to the Diyar-i Kalp, Land of the Heart, to prove himself worthy-a journey to realization of both his and Husn's true nature. The Turkish verse romance Husn u Ask, written in 1783 by Seyh Galip, head of an Istanbul center of Rumi's order of the Whirling Dervishes, is an innovative interpretation of the Islamic love tale as a story of the action of God's qualities in the world. With its stunning imagery, fast-moving plot, and nonchalant, erudite humor, it is widely known as the greatest work of Ottoman literature. In her introduction Victoria Rowe Holbrook discusses the heritage of Ibn Arabi and Rumi in Ottoman thought, the traditions of verse romance and allegory, Indian style imagery, and Galip's political loyalties.

The girl Beauty and the boy Love are betrothed to each other as children. But Beauty violates the custom of the tribe by falling in love with him, and Love must undergo the trials of a journey to the Land of the Heart to prove himself worthy—a journey to realization of both his and Beauty's true nature. The Turkish verse romance Beauty and Love, written in 1783 by ?eyh Galip, head of an Istanbul center of Rumi's order of the Whirling Dervishes, is an innovative interpretation of the Islamic love tale as a story of the action of God's qualities in the world. With its stunning imagery, fast-moving plot, and nonchalant, erudite humor, it is widely known as the greatest work of Ottoman literature. In her introduction Victoria Rowe Holbrook discusses the heritage of Ibn Arabi and Rumi in Ottoman thought, the traditions of verse romance and allegory, Indian style imagery, and Galip's political loyalties.