have implemented the collection of models of Perry
Cook3
This family fall into two general groups; the first are based on the waveguide concept4
With the waveguide instruments it is possible for a student to create, for example, a clarinet-like sound with
This example does demonstrate one of the problems with the provision of presets. Apart from the necessary amplitude and frequency parameters there are eight further values, which control the stiffness of the reed, the rate of attack and the way breath is stopped, and three controls of vibrato, together with a minimum frequency. For the initial learner these are rather more than they desire. We have taken the deliberate decision to err on the side of too many controls rather than too few, so that the student can be encouraged to experiment. Naturally we suggest ranges for normal use, but the student may feel inclined to stray outside these guidelines to investigate the extremes. It is essential to this approach that the constraints on the student are kept to a minimum while maintaining structure. Despite the large range of parameters we hope that most students will feel the limitations and so will be ready to move to the second level.
Level 2 – Modelling Physical InstrumentsThe next step is to look at how the physical modelling opcodes work, and how they can be built from smaller components, like delay lines and filters. We can present the student with, for example, the clarinet sound from the previous example as a more typical Csound instrument.5
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