This thesis explores the viability of bringing gesture recognition technology to the classroom environment to aid in teaching rhythm using the Microsoft Kinect camera. The use of movement games to teach rhythm in childhood music pedagogy dates back to the early 20th century with well-established methods including Dalcroze Eurythmics and Orff Schulwerk but the overall structure of public education has changed very little since then, creating an incongruity between antiquated teaching methods and the world of rapidly changing technology that surrounds the children of the 21st century. The need to make learning current and relevant has inspired many independent initiatives to use the Kinect in the classroom but there is very little literature formally studying its implementation. This study looks at the usability, with regards to rhythmic complexity and modality, of a gesture-based teaching aid using the Kinect with children ages 8 – 10.
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