DMLIS 540 Spring 2004

Information System Project

MECCA

Pop and Jazz Music

For

Family Learning and Enjoyment

All Team members participated in the development of the spec

Project Manager: Carolyn Karis

Information Architect: Emily Wheeler

Technologist: Glenda Claborne

User Analyst/UI Designer: Miguel A. RamosWith thanks to Cat(herine Ann) Flynn-Purvis – for a user interview

Mecca spec 1

Table of Contents1. Organization Overview…………………………………………………..32. User Analysis……………………………………………………………...4

2.1 User Persona ………………………………………………..…….42.2 User experience…………………………………………………..6

3. Value Proposition………………………………………………………..114. Use Modeling……………………………………………………………..13

4.1 SitePath……………………………………………………………134.2 Topic Map…………………………………………………………144.3 System Features…………………………………………………14

5. Data Model…………………………………………………………………185.1 Relational Data Structure………………………………………195.2 Full-text data structures………………………………………..22

6. Interface……………………………………………………………………376.1 Site Map……………………………………………………………386.1.1 Site Pages……………………………………………………….39 Page Cycles…………………………………………………….40 Wireframes……………………………………………………..48

7. Features to Functions……………………………………………………62Controls/Queries/Logic7.1 Homepage Features………………………………………………627.2 Quick Search Feature…………………………………………….637.3 Advanced Search Feature……………………………………….697.4 Listen/Browse Feature………………………………………….. 747.5 My Toolkit Feature………………………………………………..78

Appendix A—Full-Text examples for Mecca………………………….…84

Mecca spec 2

Outline

1. Organization OverviewMecca is a non-profit organization located in Eugene, Oregon, a city of 140,000 with “a sister city” of 70,000. Music forms a central focus in Eugene. The University of Oregon’s School of Music, with a fairly high profile in the city, sponsors many concert series, such as the Chamber Music Series, with performers from around the world. These concerts, held in Beall Hall, offer students and the community an enriching cultural experience at very little cost. Art and the Vineyard, a three day event held in July, attracts local and national artists for a celebration of art, music, and gardens. The Oregon Festival of American Music (OFAM), (see http://www.ofam.net) includes programs and classes for children. Many big names in music come to the Hult Center, a fabulous downtown arts center, as part of this festival. In addition, Eugene hosts a folk music festival and a Bach festival. In summary, Eugene is a music city.

Noting the increasing interest in music on the Web, the faculty of the University of Oregon School of Music, Music Education Department, decided to challenge students to develop a music Website for parents and children. Several of the University’s music educators, such as Ms. Van Rysselberghe, believe that creating the Website will improve the experiences for the students in the University of Oregon’s Department of Music Education program. Development of the Website will offer the students an opportunity to experiment with curriculum that integrates music into the learning of children and provide a worthwhile community service. It may also offer the students a chance to compose original music or songs that provide educational content. Educational theories such as the Multiple Intelligences of Howard Gardner have expanded the importance of recognizing that people learn in multiple ways and exhibit their learning in diverse manners. Since the Website would offer students the opportunity to put the theories into practice, the development of the Website will begin as a class project during the upcoming two semesters.

The OFAM sponsors (the Shedd family) have agreed to fund the initial development of the Website. The University of Oregon computer department has offered to assist the Music School’s faculty and students with technical matters, such as the programming that will be needed to implement the Website. Before launching the course, since the course concept will take the Music Education Department in a new direction, Ms. Van Rysselberghe, at the urging of the OFAM co-sponsors of the new venture, decided to consult with Team Mecca to acquire help in developing a structure both for the Website and for the course, a structure that she hopes will enable the students to be more successful in the challenging endeavor.

At the suggestion of Mecca, Ms Van Rysselberghe agreed to limit the initial website’s audience to the home-schooled community of Eugene. Mecca assumes that home-schooling families will value this new resource, one which integrates music into other areas of education. Other websites provide curriculum in the basics: language arts, mathematics, science, and history/social studies, but none so far has provided musical integration.

In order to gain a better understanding of the home-schooling parent and child, Mecca interviewed parents who home-school their children. After interviewing, team Mecca

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developed a User Persona for the Music Education website. (See User Persona 2.1.) Working together, Ms. Van Rysselberghe, a select group of graduate music education students, and team Mecca brainstormed ideas for the website that would meet the needs of the home-schooling parents and their children. These initial ideas formed the basis of Team Mecca’s development of the proposed Music Information Project. As they worked, the brainstorming team decided to adopt the name of Mecca for the music project website. “Mecca” suggests a journey. The team wished to provide the home-schooling families with access to musical education, a journey into pop and jazz. The final name for the music site is “Mecca…pop and jazz music for family learning and enjoyment.”

The members of Team Mecca will continue to consult with the Music Education Department during the development and deployment of the Mecca website. In this spec for the music project, Team Mecca provides details about the intended users, the structure of the website, its user interface, the features offered, and the functionality needed for successful use by the intended users.

2. User Analysis

2.1. User Persona

Family demographics

The Garner Family: Mom, Lou, Maggie, and Ewan

The Garner family lives in Eugene, Oregon. The annual household income is about $50,000. The two kids, Maggie, aged 10, and Ewan, 8, are home-schooled. Although the local public school has an emphasis on the arts and is predicated upon high involvement, input, and volunteer time from parents, the Garners have decided to home-school their children at least through the elementary grades. The Garners are a one-car family, and also do a lot of bike riding to get around town. Lou works as a General Manager for a bicycle-manufacturing cooperative in Eugene. This company and its manufacturing philosophy match Lou’s concerns about the environment. His tendency to dislike big business influences his choice of online sites. The entire Garner family enjoys the many music activities and events, both indoor and outdoor, which occur in Eugene. Ever since they were babies, the Garner children have attended the University of Oregon Festival of American Music and the international Bach festival held in Eugene.

Music is a big part of the environment in their home, with Lou, Maggie and Ewan making most of the music choices. While their tastes are highly individualized, there are some performers and types of music that provide common ground. While they tend to explore disparate territory in their choices of music websites, they all share an aversion to highly commercialized sites.

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Child User Personas:

Maggie loves music. She listens to music every day, and likes to explore new sounds and listen to different styles and kinds of music. She enjoys reading reviews of music and is sometimes interested in learning about the history of the music she is currently listening to, such as its cultural heritage and the biographical information of the performers. As part of her home-schooling, Maggie uses music as a means to learn social studies, the history and culture of other countries. Though Maggie likes to sit down and give a piece of music some serious listening, she also likes to have it playing as part of her environment, whether working or having fun. Influenced by her parents’ attitudes, Maggie is cautious when looking for music on-line, and dislikes much of the commercial and prurient aspects of the Web. At the same time she does appreciate the ability offered by the Web to listen to samples of music that intrigue and interest her. She is interested in a music site that is both fun and informative, one that gives her the option to learn more about the music if she wishes to or to explore similar artists. Lately, Nelly Furtado is one of her favorites. Maggie tends to select music by the sound. Maggie is a visual person and appreciates both a modern, clean, slick “feel” to websites and the ability to see the cover art of the music she’s seeking. She likes to listen to pop songs by her favorite artists and she likes to have the lyrics of those songs.

Ewan, Maggie’s brother, is an enthusiastic music lover. Unlike his father Lou, who focuses his full attention when listening to music, Ewan, age 8, uses music in his daily life, both as a background to his activities and as a direct part of his play. Music is not limited to one area or part of his physical environment – it is, or can be present in almost any room or area of his world. He is open to many varied types of music though he does have specific aversions to particular kinds of music. Since he is home-schooled and spends a majority of his time in his house, he makes extensive use of his parent’s music collection. Such things as album covers and music labels easily influence him, i.e. anything that looks cool (to his sensibilities) must have cool music. He relies heavily on his parent’s judgment for his listening choices.

Adult User Persona:

Lou Garner, the father of Maggie and Ewan, is interested in music, especially the more serious aspects of recording and playback qualities when listening to or buying music. He is focused on Jazz and Classical music, although he does check out more modern, alternative music from time to time. His daughter’s music tastes, though not to his liking, keep him apprised of some modern pop music.

Lou primarily uses print resources or word of mouth to learn about new music, especially music reviews in audiophile magazines. He feels that it is important to accompany his child when on-line because of a child’s immaturity, youth, and gullibility and their inexperience in evaluating what is found on-line. He believes that many inappropriate sites exist on the web. Although he wishes to supervise searching online, he can’t always be with Maggie when she’s on-line.

He likes the idea of combining merchandising along with more in-depth information (such as the historical and cultural background) of music when looking at a music site, so that he can both go in-depth on the music information he’s searching for and can possibly buy the album(s) discussed on the site. He also thinks that a site that combines the slick “feel” of modern pop and in-depth

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information, as well as purchasing options, would be a good resource for his child (the information could be used for research, and the look of the site would keep the child interested). He seeks sites that will be useful for home-schooling.

Key quotes from Lou:On kid sites: “Maybe some history, information, influences about music so that kids wouldn’t be stuck with Hilary Duff and just what she’s wearing and some silly movie coming up with her in it or whatever. Just all the marketing of crap around these singers—maybe getting into more academic information in a way—but in a way that makes it more interesting and fun—not pedantic or boring.”

“I’m kind of realizing that’s what’s missing… it would be nice if there were a little more blending of the research and merchandising sites, such that the merchandising sites had real research, real information to allow you to connect to other artists or styles or history or things.”

“The audio magazines are kind of nerdy in a way, but having an evaluation of the recording quality is a great benefit that you just don’t get elsewhere.”

2.2. User experienceScenario:

A scenario from the experience of the Garner family illustrates the user experience. The Garners want to incorporate the Mecca music website into their home-schooling of Maggie and Ewan. The entire family enjoys music but the parents wish to use music as a means to expand and deepen the education of the children. As home-schooling parents, they maintain the educational philosophy that integration of all disciplines provides the best means to learn.

Recently Maggie has expressed an interest in the music of Nelly Furtado. Maggie heard the music at a friend’s house and came home bubbling about this great new music and played several of the songs from the borrowed album. After listening, Lou, her father, thought he heard some ethnic elements in the music and suggested that together they check Nelly’s website. Learning that Nelly has a Portuguese heritage that influenced her music, Lou decided that this music offered a learning opportunity. [Note: in the home-school philosophy the focus is upon learning opportunities, not teaching opportunities.]

In doing some further research on his own, Lou learns that Nelly draws influences from “…Leonard Cohen, …Bob Marley,…Soul, good films, visual art, … jazz and “improvisational anything” (quote from Nelly Furtado Biography, http://www.sing365.com/music/lyric.nsf/Nelly-Furtado-Biography/3498BA0A64523A5148256A08000F9FF8 . This biography spurs Lou to create a learning challenge for Maggie and Ewan. Lou himself has always had an interest in jazz. He now thinks that Nelly’s music can provide the impetus for an in depth study of the history of jazz. He will follow the path of interest of his child (Maggie’s interest in the pop singer Nelly Furtado) in developing the learning experiences around the topic of the history of jazz.

For this “unit” on the history of jazz, or Journey into Jazz, the children will follow the jazz elements present in pop songs, rock and roll, etc. back to their jazz roots. Some places to explore will be information on jazz artists, the instruments used in jazz, the links of jazz to the Harlem Renaissance, which as a cultural and social movement included visual art (especially

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painting and graphic art), music, poetry, theatre, and the cultural rise of the Black artist. The historical time period with its ethnic and cultural connections would provide insight into this truly American music, which has influenced the world. Lou feels that starting with jazz would be excellent for home-schooling. The topic is rich in music, history, culture, and social elements. He is excited about the approach and knows that he will share it with others in the home-schooling network.

Home-schooling Scenario using Mecca:

Maggie has gotten to like Nelly Furtado. Her best friend clued Maggie into Nelly. Maggie heard some of Nelly's music at her friend’s house but she wants more. After first hearing Nelly’s music, Maggie came home bubbling about the music. Lou listened but didn’t immediately pick up on any possible home-schooling use for this new interest of Maggie.

A few days later while exploring the Net, Maggie stumbles upon Mecca. She notices two things on Mecca's website: an album cover image showing Nelly and a way to get more songs and information about Nelly. Maggie decides to click on the album cover. It's the one for the album of "Whoa, Nelly!" that shows Nelly lying in the grass. Maggie has seen Nelly’s “Folklore" album and its cover at her friend’s but doesn't know this album and is curious. At this point, Maggie notices that she can do several things. She can get a list of the songs on the album or listen to sound clips of the songs on the album. Always first finding what she likes by sound, Maggie clicks to listen to the sound clips. From the list, she chooses “I'm Like a Bird,” a rather funny title. She likes the sound of the song, tries one or two others and comes back to the “I'm Like a Bird” clip just as her dad Lou enters the room.

Lou quickly takes in the Net activity of his daughter and particularly notices that Maggie is listening to something interesting. Being a wise parent, he asks to hear the song clip again. Maggie is happy to share this newfound piece with her dad. At this point Lou recalls that Maggie has mentioned Nelly Furtado before. Lou, as he's listening, notices the "rather seductive looking" image of Nelly Furtado that's on the album cover, still showing on the screen. Deciding that he needs to learn a little more, Lou asks Maggie about Nelly. Who is she?

Maggie knows that Nelly is her most favorite singer of the moment and sings these wonderful songs. But Maggie knows little else. Lou decides in his mind that he needs to do some more research before either encouraging or discouraging Maggie in her interest. Lou is concerned about the stuff Maggie might find on the Net. He asks Maggie what website she’s on. He learns that it is Mecca, a site he just recently read about in the paper. He mentally notes the URL and then involves Maggie in some conversation about a home-schooling project which leads her off of the Mecca website and even out of the house. He had come into the room to start collecting Maggie for her swim lesson.

Back home from the swim lesson, Lou uses the Web to hunt up the article he had read in the local paper, The Eugene Register-Guard, about Mecca. Recalling the URL, he visits Mecca again—on his own. He wonders why an educational site such as Mecca would include

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Furtado. He searches for Furtado. He notes that there are two Furtados, Nelly and Stephen. He notes that Nelly is listed in the Rock/Pop category but Stephen is in Jazz. Because Lou likes Jazz, he explores Stephen Furtado and learns after some time on the Mecca website that Stephen played trumpet with the Count Bassie Orchestra and one of the albums included songs of Bessie Smith. Intrigued by the name connection to jazz, Lou wonders if there is any other connection. He remembers that the sound of the Nelly Furtado song he heard earlier that day had hints of jazz.

Lou searches for Nelly Furtado and listens to several songs before he finds the “I’m Like a Bird” song, the one Maggie had been playing. Listening confirms his thought of a possible jazz element. He notices that Mecca allows searching of the background and bios of Artists. From the biography of Nelly, he learns that she has Portuguese heritage and that jazz influenced her. She played trombone in a jazz band in high school and she draws influence from jazz and “improvisational anything.” At this point, Lou decides Maggie’s new interest in Nelly Furtado will be a great learning opportunity for some guided home-schooling.

Drawing upon his background knowledge of jazz, Lou searches out some important jazz greats: Louis Armstrong, Bessie Smith, and Duke Ellington. He also notices that Mecca has both classic jazz names and current artists such as Wynton Marsalis, the founder of Jazz at Lincoln Center Orchestra. He thinks that the Furtado name opens up the way to jazz. In doing some preliminary searching on Mecca, he notices that the site allows parents to build a set of items as home-schooling lesson guides or unit starters. He likes the possibilities this suggests. He searches for, locates, and saves pictures of Armstrong, Smith, and Ellington into his newly created Music Toolkit. He finds the colorful album cover of Wynton Marsalis’s “Magic Hour.” He also easily finds clips of their music. Some of these clips contain elements that resemble what he had heard in Nelly’s music. He rounds out this first “lesson plan” by including links to that bio of Nelly that mentioned jazz, a brief description of jazz that mentions jazz instruments such as the trumpet. Lou notices that the Mecca website includes instruments but he decides to save that for Nelly and Ewan to explore on their own. Knowing that Ewan, his son, likes album covers and pictures, Lou is happy to notice that Mecca provides lots of images. He observes that the site includes not only musicians but also some art images showing jazz musicians or jazzy scenes. He doesn’t explore fully but some of the paintings remind him of the Harlem Renaissance. Just before finishing, Lou finds a link to a San Diego County Office of Education website with lesson plans on the Harlem Renaissance. With just a cursory look, he notices that there are links to jazz musicians, artists, and writers connected with the Harlem Renaissance on this website. http://dewey.chs.chico.k12.ca.us/har-ren.html. He decides to save this link to a separate parent Music Toolkit.

Overall, Lou was beginning to realize that this Mecca site would live up to the claims he had read in the paper. The site could provide the basis for much learning by his two home-schooled children. He finds that the site has a jazzy/commercial look rather than the staid educational look and feel of most educational website. Since Maggie had found it and used it, he knew that it appeals to kids and not just adults. He is glad that he hadn’t reacted negatively to his daughter’s “pop” listening and the “seductive” album cover. He has always wanted to get her interested in jazz (his main musical interest), but up until now she had just tolerated listening to jazz. Now he thinks he might have a way to involve her and spark her interest. He

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knows that the Furtado name, common to Nelly and Stephen, and the jazzy sound of Nelly’s music will be the entry key. He thinks that Ewan can get involved also. Ewan will like the album covers and the colorful art of the Harlem Renaissance painters. Lou knows a few of these artists but he knows he could and will learn lots more.

The next day Lou casually mentions to Maggie that he liked the sound of Nelly Furtado and that overnight he had been thinking that it reminded him of some of the jazz music he likes. Maggie frowns a little but decides to give her dad a chance to explain since he suggests that they go back together to that website where she had listened to Nelly’s music yesterday. Maggie says she hadn’t really noticed what site she was on and she doesn’t know if she can find it again—the Web is just so huge and she has often found it hard to find things.

When her dad Lou says that he remembers how to get to Mecca, Maggie is really impressed. Together they sit down to explore. Lou decides to just let Maggie explore with some suggestions before directing her to his chosen items. He had found Mecca easy to search and thinks Maggie will have fun learning. Lou suggests that Maggie look up Furtado to see everything that the website has for Furtado. He knows that this search by name will lead Maggie to both Nelly and Stephen. And, of course, it does. Maggie is surprised and curious. Questions such as, Are they related? Do they perform the same type of music? start Maggie on the journey into jazz. With her father guiding, Maggie checks out the biography of Nelly, reads the background on Stephen Furtado that links him to Count Bassie and Bessie Smith. They listen to some clips of Bassie and Bessie. And of course, more by Nelly. Ewan joins them just as Lou is showing Maggie some of his findings. Ewan is immediately attracted to the album cover of Marsalis and the art images of the Village Quartet by Jacob Lawrence and Romare Bearden’s Jamming at the Savoy. The instruments in those pictures move the trio into an exploration of jazz instruments and their sound. Some time during the morning lesson which has totally engrossed the trio, Maggie notices the words Harlem Renaissance and wonders what that means. Lou starts to explain but decides that they have spent enough time for one day. He shows Maggie how to save items into her own learning Toolkit. [Note: The prototype of the Music Toolkit for learning can be found at http://www.arabissmo.net/meccahomepage/Login.asp.] He helps Ewan create a special Ewan Music Toolkit and save some of his favorite things—mostly images and song samples. Maggie’s Toolkit has a mixture of song samples, bios, lyrics to “I’m Like a Bird” (her current favorite Nelly song) and almost everything she has found so far related to Nelly, and some other links such as:

Bessie Smith—PBS Jazz http://www.pbs.org/jazz/biography/artist_id_smith_bessie.htm

Louis Armstrong and Jazz -- http://www.pbs.org/jazz/biography/artist_id_armstrong_louis.htm

Golden Age of Jazz (American Memory http://memory.loc.gov/ammem/wghtml/wghome.html

Duke Ellington—NYT 100 anniversary http://www.nytimes.com/library/arts/ellington-index.html.

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Lou suggests that tomorrow the three of them should go to the library to get some books about jazz and about the Harlem Renaissance. With the books, they will have a way to explore more deeply into Jazz and the Mecca site. They are well into a Journey into Jazz.

And so begins a long and happy relationship between the Garner family and the Mecca website. The Garner family will use the Mecca website almost daily as part of their home-schooling lessons. The richness of the site will not soon be exhausted. Lou also thinks about the possibility of trying to catch a concert that includes Wynton Marsalis. He hopes that he will be appearing at one of the many Eugene musical events. And perhaps the family can experience Jazz at Lincoln Center if they are ever in New York City. (http://www.artsandlectures.ucsb.edu/perform/lincoln.asp).

The scenarios suggest several elements of the User Experience. The sounds of music will be the main entry point for the user. Multiple means of searching will be necessary. The site will be both kid-friendly and interesting for an adult. The site will use bright colors, such as those suggested by the paintings of Harlem Renaissance painters Archibald J. Motley and Jacob Lawrence. This art incorporated into the site will provide the means for home-schoolers to integrate all arts into the study of the jazz music and the history of jazz. Since children find San Serif fonts easier to read (research by International Reading Association, IRA), most fonts will be selected from the San Serif family.

Sample images and fonts:

Wynton Marsalis—Magic Hour (Helvetica) Village Quartet by Jacob Lawrence (Gill Sans)

Blues--Archibald J. Motley (Chicago) Jamming at the Savoy by Romare Bearden (Arial)

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Jazz-Poetry: 1920-30s, found at <http://members.cox.net/academia/jazzpoems.html>, has a soft appearance which is more adult than the look and feel that Mecca seeks to develop. However, the website does offer some ideas for the inter-connections of Jazz, Poetry, and Music.

The PBS website African American World includes a section on Arts and Cultures that highlights the Harlem Renaissance Arts & Culture. This site, found at <http://www.pbs.org/wnet/aaworld/arts/spotlight.html >, also offers some ideas for the look and feel.

The design for the website will have elements of the clean but appealing look of the Exploratorium site < http://www.exploratorium.edu>, an educational website devoted to science. Another website that provides a suggested look and feel for Mecca is the new Britannica Original Sources database. Bright, attractive colors, an uncluttered page with only the essential features presented will be most appealing to the home-schooling families. Young people, aged 6-12, plus their parents will be the primary users of the Mecca site. It is important to make the site easy to use and visually appealing without being too childish since home-schooling adults will be guiding their children in the use of the site.

3. Value Proposition

The Mecca organization will fulfill its goal of consultancy with the Music School of the University of Oregon by helping to implement a music search and retrieval site focused on home-schooling families and managed by the students of the Music Education Department at the U of O. Besides receiving income for the project from the U of O, the Mecca organization will also gain recognition and experience within the field of website design, especially for educational institutions.

The music education students will gain an understanding of the uses of music in education. They will better grasp the connections between music and curriculum. The website will also offer the Music Students a chance to explore creative ways to teach music skills, the fundaments of music, and music appreciation. The website will also offer them the opportunity to write “educational” or “instructional” songs, e.g., ones that teach mathematical concepts, times tables, grammar rules, etc. As envisioned by the Music Education Department of the Music School of the University of Oregon, the website will integrate music education into the curriculum in such a way that music education will no longer be viewed as an extra in education. Hopefully, this new vision will cause funding for the music programs in schools not to be subject to budget cuts, but to rather receive greater endorsements and increased budgets.

The website will initially be aimed at home-schooling for elementary aged children and their parents; however, the approach could be expanded through college level and perhaps find users among the general adult population. A family, such as the Garners, will have the opportunity to use this site in ways that will expand their conceptions of using music for home-schooling. This experience and use will ultimately lead to a better quality of education for their children. Since the site offers unique ways of connecting different musical genres, styles, performers and instruments with musical history, artist biographies and instrument

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information, it is a natural resource for home-schoolers interested in exploring the interdisciplinary aspects of music and using those aspects as part of their curriculum.

In order to gain a better understanding of the home-schooling parent and child, Mecca interviewed parents who home-school their children. After interviewing, Team Mecca developed the User Persona (child and adult) for the Music Education Website. (See User Persona 2.1.) Working together with Ms. Van Rysselberghe, a select group of graduate music education students and Team Mecca brainstormed ideas for the website that would meet the needs of the home-schooling parents and children. Among the ideas discussed were the following:

Music that teaches (basic for home-schooling) Multiple forms and types of music (to attract both parents and kids) Musical connections to the ethnic history and culture of countries Lyrics to songs Jazz music and instruments Pop music connections to folk and country cultures (to attract children and parents) Classical music—listening, background, evaluation or reviews of recordings,

connections to local musical events. Additional ideas for future development were suggested.

Directed by Mecca consultants, the music education students in the project have decided that instead of attempting to develop a website for the needs and desires of the entire world or even the whole home-schooling community, they will limit their initial efforts to the local community of home-schoolers and use one family as its typical user. The University of Oregon Music Education Department agrees with Team Mecca on this approach and has authorized the development of the spec for the Information System Project, “Mecca… Pop and Jazz music for family learning and enjoyment.” The document developed by Team Mecca will be presented to Ms. Van Rysselberghe, the faculty of the Music Education Department of the University of Oregon, and the OFAM sponsors for approval. Once feedback and approval has been obtained, Team Mecca will continue consulting through the development and deployment of the Mecca website. The Garner family will be among the home-schooling families who will test the usability of the site and its usefulness for home-schooling. By initially focusing on the local (Eugene, OR) home-schooling community, Mecca hopes to build support for the website’s concept of integrated music education.

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4. Use Modeling

4.1. Site Path Diagram

Notes about site path: [Drawing of children is from fltnc.cjb.net/.] The scenario depicted here shows the user directly going to the search box and typing in an artist’s name (Nelly Furtado) into the search box. The user can also search by song title or lyrics. The user also has an option to browse a page by musical instruments and styles. From the search result page, the user can take one or more actions to detail pages– looks at cover art, listens to audio clips of song recordings, clicks on link to artist’s bio or website, links to reviews of the album or to related musical instruments. From the homepage, the user can also choose to learn more about a featured artist or recording or music-related event in history, or can click on links to musical happenings or music education resources or read more about the host website.

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4.2 Topic Map

The Mecca website is focused on educating our users about music and the use of music as an integral part of their broader education. We are starting with a focus on pop music and jazz, because we feel that pop music is a good way to attract children. The connections between pop and jazz can be easily drawn, and we hope that children and parents will see these connections as well. We will expand our musical topics according to the demands of our home-schooling families. Although we have kept many of the topics found in a commercial music site, such as album and artist information, we have tried to incorporate educational tools along with the standard topics. As a result, our site provides educational information on musical styles and instruments alongside the information about an album or artist. We have also included audio samples or images wherever possible, appealing to the visual and auditory nature of children. Finally, because we want to provide parents with resources for home-schooling their children about music and the means to integrate music into the learning experiences of their children, we have included upcoming events, news, and other curriculum links in the structure of our site.

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4.1. System Features

4.1.1.Usage patterns

We expect the home-schooled children using the Mecca website to visit regularly as an integral part of their learning experience. Initially the visits will be related to the music education curriculum. Later, as the website expands its content, the home-schooled children will make increased use of the website for broader educational experiences. This will fulfill the goal of integrating music into the broader educational learning experience of the home-schooled children. Sometimes, their visits might be highly structured, perhaps completing a task assigned by their parent. This assigned viewing would be highly focused and perhaps hurried, as the child searches for the specific information requested. At other times, the children (or the parents) might simply sit down to explore a specific musical instrument, artist, or style. These explorations would be much more relaxed and thorough. Because children can have short attention spans and might only make it through short sections of the site per viewing, we expect the same information to be accessed repeatedly by the user. For example, a child might stop to listen to a sample of a particular instrument and then return the following day to read about how the instrument is built and to listen to other recordings with that instrument.

4.1.2. Required features Display details about artists, albums, and individual recordings. This is our most basic

feature. Artist details will include a picture of the artist, easy to read background information, a full-text biography, and a listing of albums that the artist contributed to either as a composer or performer, or both. Album details will include a list of the recordings on the album, provide commentary on the album by various reviewers (this will primarily be of use to parents), and a picture of the album cover. Recording details will focus on the location, time, and contributing artists for each individual recording.

Search by Artist Name, Album Name, and Song Titles. In order to access our details pages, we need a basic search function. To make the searching kid-friendly, we have designed the system with simplified searching mechanism. We use radio buttons to give the user the option of searching by artist, album, song, or lyrics. Users will enter information into a text box and select one of the categories to search, and retrieve matching results from that category. They can then select the entry that best matches the information they want, leading to a detail page about a specific artist, album, or song.

Listen to recordings. A musical education site would neglect its mission if it did not allow and encourage users to listen to the music. For children, this is a particularly important feature. Whenever applicable, we will provide a button to listen to the music being described in the text.

4.1.3. Desired features Link recordings to other recordings of the same song. One fascinating aspect of music is

that there are so many different ways that a single melody and lyrics can be performed. This

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feature will connect one recording with other recordings of the same song. Making this connection to the roots of music will teach our users about the development of music through time and the different ways that each artist can interpret a song to create a unique musical piece. In addition, this feature will connect recordings done at different times by the same artist, such as live or acoustic versions. On the recording details page, users will be able to see various recordings of the same song with listings of the artist names and recording dates for those related recordings.

Display details about musical instruments. Connecting a child’s favorite artists with information about music is a great educational tool. On the details page of each recording, we will include a listing of instruments in that recording and links to details about those instruments. Instrument details will include information on the way the instrument is built, how it is played, musical styles that regularly use this instrument, a picture, and an audio sample.

Advanced Search. Our users will be given the option of doing a simple search on the homepage or clicking a link to an advanced search page. This option will allow the user to combine searches from different categories and do free text searching of documents. A child may not know the name of a song, but they are much more likely to remember the chorus. Free-text searching of lyrics is essential for helping the users to find the song they want. In addition, free-text searching of biographies, album commentaries, and instrument descriptions will allow the users to retrieve documents that specifically address the subject they are studying. For example, a child might have been instructed to research the Harlem Renaissance. Entry of this term in a search box will retrieve a list of artist biographies, instruments, and albums identified with that movement.

4.1.4. Wow features Browse samples of instruments or musical styles. Exploration of different musical

sounds is imperative in music education. We wanted to give our users the chance to browse different types of musical styles and listen to samples. This is an easy way to compare two styles and understand the similarities and differences. Along the same lines, comparing and contrasting instrument sounds is a way to learn to distinguish between different instruments. This browse feature will be a drop-down menu of different musical styles or instruments and will lead to details about the instrument or style, links to related artists or albums, and an audio file to listen to a representative sample.

Featured artists, albums, and instruments. We expect our users to regularly return to our site, so we want to keep our homepage exciting and new for each visit. We also hope to educate our users about music that perhaps they have not heard before. Our homepage will highlight featured artists, albums, and instruments updated weekly. The featured artists will be drawn from pop, jazz, and classic jazz. This section of the homepage will provide direct links to the details and also give the user the option of listening on the homepage. For example, we might feature the Oboe one week: a picture of an oboe, a listing of artists who play the oboe, and a link to an audio sample would all be listed on the homepage. The user could then click on a link to enter the oboe’s details page. Featuring paintings of musicians by Harlem Renaissance artists will expand the features from the performing art of music to the visual arts and offer home-schooling parents a way to incorporate history, poetry, drama and other aspects of the Harlem Renaissance movement.

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Music Toolkit. This is our favorite educational tool for parents to guide the curriculum of their children. A parent can save details about particular artists, albums, instruments, or musical styles in their own “toolkit” and have their children access the information later. Features involved include a registration system to keep track of the owners of each toolkit, password-protection, and a storage area for saved details.

Musical Cookie Crumbs. As a fun navigational technique for kids, we will show the progression of their search using Musical Cookie Crumbs on the top navigation bar. Basically, We will follow their movement through the site and use musical notation to show where they are and where they have been. This will make it easy for the users to get back to a page they have already seen before.

4.1.5. Future features

Interactive Band. This feature combines audio and visual learning in an interactive game. Children can click on a picture of an instrument and hear it play. By instructing the site to play multiple at once, the child learns how a real band plays together.

Information about local resources in the user’s area. Upcoming concerts, festivals, and music education events would be listed by location. This feature would be built using a database listing location (either zip code or city, state), time and date of the event, name of the event, and a description. A search feature would allow users to enter a location and/or type of event and retrieve a listing of upcoming events. We would also like to include information about private tutors for different instruments and educational resources for home-school parents. These would also be stored in a database for ease of updating entries. Parents could search by instrument and/or location.

Songs that teach other disciplines, e.g. math, science. This would allow the Music Education students to contribute created songs for use by the home-schooled students.

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5. Data Model

5.1. Relational Data Structure

5.1.1. Entity Relationship Diagram

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5.1.2. Relational Schema (Diagram)

5.1.3. Data Dictionary

Table Attribute Type Key Type Description

Artist Artist_ID Auto# Primary Key Unique artist IDs are given to solo performers, groups, or composers.

Artist_Name Text The commonly recognized name of the artist or group.

Artist_DOB Date Artist date of birth for solo artists and composers. Null value for groups.

Artist_Website HTML Official artist website, if applicable.

Artist_

Ethnicity

Text The ethnic background of the artist. This is not a controlled vocabulary. If a group or individual artist reflects multiple heritages, these can all be listed or described in a short paragraph. This is not a searchable field.

Artist_

Biography

File Accession #

This text will be available for full-text searching in our IR system.

Artist_Group_ Text Listing of contributing musicians or group member names. The information

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Members in this field will not be searchable.

Image_ID Number Foreign Key Link to the Lookup table for Image.

Album Album_ID Auto# Primary Key Unique ID generated for each album.

Album_Name Text Full name of the Album.

Album_

Commentary

File Accession #

This text will be available for full-text searching in our IR system.

Image_ID Number Foreign Key Link to the Lookup table for Image.

Song Song_ID Auto# Primary Key Unique ID for each original version of a song.

Song_Name Text Name of the original version of a song.

Song_Lyrics File Accession #

This text will be available for full-text searching in our IR system.

Recording Recording_ID Auto# Primary Key Unique ID for each recording of a song.

Album_ID Number Foreign Key Link to the Album table.

Song_ID Number Foreign Key Link to the Song table.

Artist_

Composer_ID

Number Foreign Key Link to the Artist table.

Artist_

Performer_ID

Number Foreign Key Link to the Artist table.

Recording_

Name

Text Full name of the recording (may or may not be the same as the original song name).

Style_Name Text Foreign Key Link to Controlled Vocabulary for musical styles.

Recording_

Credits

Text Unique credits for a recording. might include guest performers, producers, etc. This text field could be quite long, depending upon the recording. However, it will not be searchable.

Recording_

File

Audio File A link to the actual audio of the recording.

Style Style_Name Text Primary Key Lookup table of Controlled Vocabulary terms. This is the musical style of the recording. For example, jazz, blues, pop…

Style_

Description

Text Paragraph description of the style. This text will not be searchable.

Instrument Instrument_ID Auto# Primary Key Unique ID for each instrument.

Musical_

Instrument_

Name

Text Foreign Key Link to Controlled Vocabulary for musical instruments.

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Instrument_

Sample

Audio File An audio sample of the instrument.

Instrument_

Background

File Accession #

This text will be full-text searchable through our IR system.

Image_ID Number Foreign Key Link to Artist table, Album table, and Instrument table.

Musical_

Instrument

Musical_

Instrument_

Name

Text Primary Key Lookup table of Controlled Vocabulary terms.

Instrument_Recording

Instrument_ID Number Foreign Key Link to Instrument table. Used in conjunction with the Recording_ID to form the Primary Key for this bridge table.

Recording_ID Number Foreign Key Link to the Recording table. Used in conjunction with Instrument_ID to form the Primary Key for this bridge table.

Image Image_ID Auto# Primary Key Unique ID for each image.

Image_File Image File Link to the actual image.

Image_

Description

Text Description of the image, including whatever information we know about the image, including date, location, photographer… This field will not be searchable.

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5.2. Full-text data structure(s)

Markup of IR Record Detail

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5.2.2 Field and Index Summary

Record Type Field Indexing Methods Building the Index

Song_Lyrics Chorus Word and Phrase searching will be required on the Chorus, because this is the most repeated text in the song and users searching by song lyrics will probably enter a phrase from the Chorus.

Word indexing can be done by machine, but a person should determine the phrases to include from the chorus.

Verse

Text

Verse will be searched by Word. The words will be matched against the inverted index. The IR is linked by an accession number which acts as a primary key for the Lyrics text data store. The Accession number is a foreign key in the RDB.

Artist_

Biography

Author We do not think that users will search by the author of an artist biography, but we feel that this is useful information to include in the results. We will not include this field in the indexing.

The indexing for the biography text can be completed by a machine.

Date Date the biography was written will be useful information for the user, but will probably not be searched. We will not include this field in the indexing.

Text The biography will be searchable by word. An Accession number in the IR is linked by an accession number which acts as a primary key for the biography text data store. The Accession number is a foreign key in the RDB.

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Artist_Name We think that the name of the artist may be the link used by our young users as a means to access the biography of an Artist. This access will be through the Artist_Name or Artist_ID rather than through a name search in the IR.

Artist_Biography accessed in this manner will rely upon the RDB and the RDB index rather than the IR Index but name may be retrieved by the user by Searching on the Artists choice in the Exclusive Radio Button control that forms a part of the Search Feature found on all main pages of Mecca.

Album_

Commentary

Reviewer We will not index this field. The indexing for the album commentary can be completed by a machine. We believe that our human indexing should be focused on those documents that will require some phrase searching. Because Album Commentary will be indexed by word, a simple computer-generated inverted file will be sufficient.

Date We will not index this field.

Text The commentary text should be searched by word. The IR is linked by an accession number which acts as a primary key for the Album text data store. The Accession number is a foreign key in the RDB.

Style_

Description

Text The text description of style will not be searchable but rather be displayed to the user as a result of a lookup tables.

This text will be a memo field in the RDB and will not be searchable as full-text.

Instrument_

Background

Author We will not index this field. The word indexing of Instrument descriptions can be completed by machine, but educational reviewers will scan the documents and add any important musical subjects to the inverted file. An example of the phrases included in the inverted file would be names of musical eras, such as “Harlem Renaissance.”

Date We will not index this field.

Text The instrument background should be indexed by word, by some important musical phrases, and by use of terms from the Musical Instrument Thesaurus.

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The Mecca Information system includes several types of full-text structures. In addition to the lyrics of songs, the system includes biographies and background of the artists, reviews (of song recordings, individual or as part of albums, and of the artists or their work), and informational text about instruments. Although Image_Description contains full-text, this text will not be searchable but rather will be presented to the user as part of a Results or Details Page that includes the image. This Image_Description text will allow the user, the home-schooled children in particular, to learn information without needing to perform an active Search query. Style_Description is also non-searchable text. Because the main user of our system will be young, the system will allow access to the text data information in a number of ways. For example, Style_Description contains text that is not searchable but will be returned to the user through the processing codes that uses the RDB Index.

Indexing will be accomplished with a combination of human and machine indexing as outlined in the above table. In addition to the machine indexing of the text in Style_Description and Instrument_Background, human indexers will select important phrases for indexing in the Inverted Files and in the creation of the Controlled Vocabularies. The system will include several Controlled Vocabularies—for the Recording Style_Name, for Style_Name, for Style_Description, and for Musical_Instrument_Name. We have included an example of a Controlled Vocabulary, the Musical Instrument Thesaurus. (See Figures 5.2.3.A and 5.2.3.B.). The indexing of the song, lyrics, biographies and background of the artists, album commentary, and background on the instruments will mainly use machine indexing but a person will determine important phrases. Repeated word co-occurrences will be indexed as a phrase if they occur more than three times in the same text record. For example, the chorus of “I’ll Like a Bird” appears five times in the song lyrics of the text record. In this instance, the chorus would be indexed as a phrase. The phrase will become an additional searchable field in the text base.

The Recording is central to the Mecca Information System, as can be seen in the RDB. The structure is created in this way because of the characteristics of our users, the home-schooled children and their parents. We anticipate that much of the use of the system, especially the full-text items will be accessed by the users through the exclusive option search features and controls which appear on the homepage or other main pages. (See the basic Search feature on the Mecca homepage and the descriptions in Page Cycles, Section 6.1.1.). For example, the Featured Artists and other items featured on the homepage (See mockup found in Section 6.1.1) may lead the user to click to listen or to learn information from the various types of full-text (detailed in the previous paragraph).

We expect that the young users may access the lyrics by clicking on the title name of the song recording appearing on a results page. The full song lyrics will be retrieved using the passing of the Accession number from the results page to the details page. The Accession number in the IR index and text data store connects to the Song_Lyrics ID in the RDB. In all cases, the Accession number will not be displayed on details pages. We do not think that this information be of user or interest to our users.

Since many of the lyrics of the songs will be added to the text data store as groupings from the album on which they appear and also to speed retrieval of the lyrics of all songs from an album (something we expect our young users to do), our numbering/Accession Number system should have a pattern. To provide an example of the schema, Figure 5.2.2.A applies the number system to the “Whoa, Nelly! album, the one which appears in the scenario and in many of the examples found through this prospectus for the Mecca Information System.

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Figure 5.2.2.A Example of the Suggested Schema

for Numbering/Accession numbers

As applied to two albums--

Albums: “900nn”

Songs: Album + “-nn” [the song accession number begins with a hyphen and the “n*” number from the album. The number of the song on the album (in its order of appearance on the album) is then added.]

Note: this is merely a suggested schema, which may be modified. However, the purpose of the schema-- providing a means to know the connection of the song lyrics to an album and the ordering of the songs on the album-- should be retained.

AL 90010= Whoa, Nelly! Artist_Composer and Artist_Performer = Nelly Furtado (from RDB)

-11. Hey, Man! -12. Shit on the Radio (Remember the Days)-13. Baby Girl -14. Legend -15. I'm Like a Bird -16. Turn Off the Light -17. Trynna Finda Way-18. Party -19. Well, Well-110. My Love Grows Deeper, Pt. 1 -111. I Will Make U Cry -112. Scared of You-113 Oude Estás (UK album)

Therefore, the Accession Number for the Lyrics of “I’m Like a Bird” would be LY90010-15

AL 90020= FolkloreArtist_Composer and Artist_Performer = Nelly Furtado

-21. One-Trick Pony -22. Powerless (Say What You Want) -23. Explode -24. Try -25. Fresh Off the Boat -26. Forca -27. Saturdays-28. Picture Perfect-29. The Grass Is Green-210. Build You Up-211. Island of Wonder-212. Childhood Dreams

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Figure 5.2.2.B Example of the Deconstructed Full-Text RecordLyrics of “I’m Like a Bird”

Individual Full-Text Record Deconstructed90010-15AR: Artist: Nelly FurtadoAL Album: 90010 Whoa Nelly

LY90010-15 "I'm Like A Bird"

L1 L2 L3 L4 L5

You’re beautiful, that's for sure

L6 L7 L8 L9

You'll never ever fade

L10 L11 L12 L13 L14 L15 L16

You're lovely but it's not for sure

L17 L18 L19 L20 L21

That I won't ever change

L22 L23 L24 L25 L26 L27

And though my love is rare

L28 L29 L30 L31 L32

Though my love is true

LC

L33 =L34 through L75 (L33= phrase, the chorus)

[Chorus:]1

L34 L35 L36 L37 L38 L39 L40 L41

I'm like a bird, I'll only fly away

L42 L43 L44 L45 L46 L47 L48 L49 L50 L51

I don't know where my soul is, I don't know

L52 L53 L54 L55

where my home is

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L56 L57 L58 L59 L60 L61 L62 L63 L64 L65

(and baby all I need for you to know is)

L66(Repeat)

L34 L35 L36 L37 L38 L39 L40 L41

I'm like a bird, I'll only fly away

L67 (Repeat) (this phrase= repeat of L42 to L55)

L42 L43 L44 L45 L46 L47 L48 L49 L50 L51

I don't know where my soul is, I don't know

L52 L53 L54 L55

where my home is

L68 L69 L70 L71 L72 L73 L74 L75

All I need for you to know is

L76 L77 L78 L79 L80 L81 L82 L83

Your faith in me brings me to tears

L84 L85 L86 L87 L88

Even after all these years

L89 L90 L91 L92 L93 L94 L95 L96

And it pains me so much to tell

L97 L98 L99 L100 L101 L102 L103

That you don't know me that well

L104 L105 L106 L107 L108 L109

And though my love is rare

L110 L111 L112 L113 L114

Though my love is true

L115 =L33[Chorus]

L116 L117 L118 L119 L120 L121 L122

It's not that I wanna say goodbye

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L123 L124 L125 L126 L127 L128 L129 L130

It's just that every time you try to

L131 L132 L133 L134 L135 L136

tell me that you love me

L137 L138 L139 L140 L141 L142 L143

Each and every single day I know

L144 L145 L146 L147 L148 L149 L150 L151 L152

I'm going to have to eventually give you away

L153 L154 L155 L156 L157 L158

And though my love is rare

L159 L160 L161 L162 L163 L164

And though my love is true

L165 L166 L167 L168

Hey I'm just scared

L169 L170 L171 L172 L173

That we may fall through

L174 = L33 (Chorus)

L175 = L33 (Chorus)

L176 = L33 (Chorus)

Figure 5.2.2.C – Sample Inverted File

Inverted Index—Nelly Furtado: I’m Like a BirdAlbum: AL 90010 Whoa NellySong_ID 90010-15 “I’m Like a Bird” (Song_Name)LY90010-15 I’m Like a Bird (full text lyrics)

(Stop words are shown with Strike through)

Term Album ID (album)

Song ID (Song)

Lyric ID (Lyrics)

Position

A 90010 90010-15 LY 90010-15 L36

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After 90010 90010-15 LY 90010-15 L85

All 90010 90010-15 LY 90010-15 L58 L68 L86

And 90010 90010-15 LY 90010-15 L22 L56 L89 L104 L138 L153 L159

Away 90010 90010-15 LY 90010-15 L41 L152

Baby 90010 90010-15 LY 90010-15 L57

Beautiful 90010 90010-15 LY 90010-15 L2

Bird 90010 90010-15 LY 90010-15 L37

Brings 90010 90010-15 LY 90010-15 L80

but 90010 90010-15 LY 90010-15 L12

change 90010 90010-15 LY 90010-15 L21

Chorus 1 90010 90010-15 LY 90010-15 L33

Chorus 2 90010 90010-15 LY 90010-15 L115

Chorus 3 90010 90010-15 LY 90010-15 L174

Chorus 4 90010 90010-15 LY 90010-15 L175

Chorus 5 90010 90010-15 LY 90010-15 L176

Day 90010 90010-15 LY 90010-15 L141

Don’t 90010 90010-15 LY 90010-15 L43 L50 L99

Each 90010 90010-15 LY 90010-15 L137

Even 90010 90010-15 LY 90010-15 L84

Eventually 90010 90010-15 LY 90010-15 L149

Ever 90010 90010-15 LY 90010-15 L8 L20

Every 90010 90010-15 LY 90010-15 L126 L139

Fade 90010 90010-15 LY 90010-15 L9

Faith 90010 90010-15 LY 90010-15 L77

Fall 90010 90010-15 LY 90010-15 L172

Fly 90010 90010-15 LY 90010-15 L40

For 90010 90010-15 LY 90010-15 L4 L15 L61 L71

Give 90010 90010-15 LY 90010-15 L150

Going 90010 90010-15 LY 90010-15 L145

Goodbye 90010 90010-15 LY 90010-15 L122

Have 90010 90010-15 LY 90010-15 L147

Hey 90010 90010-15 LY 90010-15 L165

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home 90010 90010-15 LY 90010-15 L54

I 90010 90010-15 LY 90010-15 L18 L42 L49 L59 L69 L119 L142

I don’t know where my soul is, I don’t know where my home is

90010 90010-15 LY 90010-15 L67

I’ll 90010 90010-15 LY 90010-15 L38

I’m 90010 90010-15 LY 90010-15 L34 L144 L166

I’m like a bird, I’ll only fly away

90010 90010-15 LY 90010-15 L66

In 90010 90010-15 LY 90010-15 L78

Is 90010 90010-15 LY 90010-15 L26 L31 L48 L55

L 65 L75 L108 L113 L157 L163

It 90010 90010-15 LY 90010-15 L90

It’s 90010 90010-15 LY 90010-15 L13 L116 L123

Just 90010 90010-15 LY 90010-15 L124 L167

Know 90010 90010-15 LY 90010-15 L44 L51 L64 L74 L100 L143

Like 90010 90010-15 LY 90010-15 L35

Love 90010 90010-15 LY 90010-15 L25 L30 L107 L112 L135 L156 L162

Lovely 90010 90010-15 LY 90010-15 L11

May 90010 90010-15 LY 90010-15 L171

Me 90010 90010-15 LY 90010-15 L79 L81 L92 L132 L136

Much 90010 90010-15 LY 90010-15 L94

My 90010 90010-15 LY 90010-15 L24 L29 L46 L53 L106 L111 L155 L161

Need 90010 90010-15 LY 90010-15 L60 L70

Never 90010 90010-15 LY 90010-15 L7

Not 90010 90010-15 LY 90010-15 L14 L117

Only 90010 90010-15 LY 90010-15 L39

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Pains 90010 90010-15 LY 90010-15 L91

Rare 90010 90010-15 LY 90010-15 L27 L109 L158

Say 90010 90010-15 LY 90010-15 L121

Scared 90010 90010-15 LY 90010-15 L168

Single 90010 90010-15 LY 90010-15 L140

So 90010 90010-15 LY 90010-15 L93

Soul 90010 90010-15 LY 90010-15 L47

Sure 90010 90010-15 LY 90010-15 L5 L16

Tears 90010 90010-15 LY 90010-15 L83

Tell 90010 90010-15 LY 90010-15 L96 L131

That 90010 90010-15 LY 90010-15 L17 L97 L102 L118 L125 L133 L169

That’s 90010 90010-15 LY 90010-15 L3

These 90010 90010-15 LY 90010-15 L87

Though 90010 90010-15 LY 90010-15 L23 L28 L105 L110 L154 L160 L173

Time 90010 90010-15 LY 90010-15 L127

To 90010 90010-15 LY 90010-15 L63 L73 L82 L95 L130 L146 L148

True 90010 90010-15 LY 90010-15 L32 L114 L164

Try 90010 90010-15 LY 90010-15 L129

Wanna 90010 90010-15 LY 90010-15 L120

We 90010 90010-15 LY 90010-15 L170

Well 90010 90010-15 LY 90010-15 L103

Where 90010 90010-15 LY 90010-15 L45 L52

Won’t 90010 90010-15 LY 90010-15 L19

Years 90010 90010-15 LY 90010-15 L88

You 90010 90010-15 LY 90010-15 L62 L72 L98 L128 L134 L151

You’ll 90010 90010-15 LY 90010-15 L6

You’re 90010 90010-15 LY 90010-15 L1 L10

Your 90010 90010-15 LY 90010-15 L76

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5.2.3 Query and Retrieval Structures

The retrieval functions connected with our IR system have been specially designed to address the unique needs of a younger audience. We anticipate that our users will navigate our system with minimal searching or simple searching. In their searching they will have minimal understanding of Boolean operators and frequent misspellings. In some cases, this has made our task easier. For instance, we do not expect our users to use truncation in their searching, so we will not need to prepare for this retrieval function in the Mecca IR system. However, we do expect to utilize other techniques to improve the recall and precision of our IR system. For example, controlled vocabularies for instrument names and musical styles will be searchable with drop-down menus.

In order to facilitate quick lyric searches and proximity searching of the lyrics text file, the system will use an inverted file index to access the full-text data store. We will index four types of free-text documents in our system: song lyrics, artist biographies, album commentaries, and instrument descriptions. The retrieval of full-text will be displayed as in the example for the lyrics of “I’m Like a Bird” found in Section 5.2.1. Prior to creation of the Inverted Index, text will be deconstructed. See the example of deconstruction of the song “I’m Like a Bird” found in 5.2.2. From this deconstruction or preprocessing of text, an inverted index which will be generated (Figure 5.2.2.A). The inverted file will list each word, the document in which the word can be found, and the placement of the word within that field. This last column of the inverted file (the position) will allow us to determine the proximity of multiple words in a query, allowing us to rank results using proximity of the query words. The inverted index will contain an alphabetical listing of the words of the document. Certain words appearing frequently and ones not likely to be used in a search will not be included in the index. The Stop Words for our system are: a, an, and, by, for, in, is, it, of, the, to.

The Inverted Index will be composed mostly of individual words. However, because many of the songs, especially the Pop songs such as those by Nelly Furtado, include repeated phrases and choruses that are repeated, we have chosen to index by both words and phrases. Phrases are limited to repeated lines which are indexed by individual words when they appear initially. Repeats of a lyric line have been assigned an individual index number and position. Choruses are treated in the same manner with the first appearance of the chorus being indexed by individual words and subsequent chorus being assigned a position number for the phrase (chorus). The chorus itself is assigned a grouping identifier (e.g. L33 for the Chorus in “Bird”). Each repeat of the chorus is also assigned a position number so that the lyrics can be reconstructed completely. As mentioned earlier word co-occurrences appearing more than three times in a text record will be considered a phrase and indexed as such. We have chosen this approach since a chorus is quite memorable especially if it is repeated four or more times within a song (such as is the case for the song by Nelly Furtado, “I’m Like a Bird). We expect that our youthful users will tend to remember and use the chorus or at least a large portion of the chorus as a way to search for lyrics. The ability to evaluate proximity of terms will enable the users to retrieve most phrases be they word phrases of repeated lines or chorus phrases.

Because of the youthfulness of our main users, we decided not to include stemming in the index. The high cost of doing this would not be justified for our users. We believe that they also will not use Boolean searching but rather will enter terms or natural language words as free text. We have designed the system with delimited searching through the use of the exclusive-choice type of controls such as radio/option buttons (Search by Artists or Songs or

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Lyrics) but have provided Advanced Search capabilities through the Advanced Search Features and Functionality. (See Section 7). Because of these limitations, we have decided not to deconstruct contractions in the lyrics but to leave them represented as single words. If the current approach to IR does not meet the needs of our users, this approach can be modified in the future.

We will need to use thesauri to address potential inconsistencies in spelling and terminology. Artist names are often difficult to spell, and we do not want the children using our site to become frustrated because they cannot find a particular artist. We want to both encourage them to learn the correct spelling and direct them towards the artist they want. To meet this need, we will compile a thesaurus of artist names and possible misspelled names. Queries that match a term in the misspelled thesaurus will generate a message such as “Did you mean ___?” We will employ two methods to develop this thesaurus. First, we will develop or obtain a preliminary list of common misspellings of artist names. We will also keep track of search queries that generate no results and try to determine if those queries might be misspellings of artist names. In this way, our thesaurus will expand to include common misspellings by our users.

Another thesaurus will address the multiple names and descriptions for musical instruments. Figures 5.2.3.B and 5.2.3.C list the terms and give example entries. This thesaurus or controlled vocabulary was developed for use with the Mecca system to enable better access to the instruments and information about Instruments by the home-schooled users of the Mecca system. The instruments will be accessed mainly through the Listen to Browse Page by the use of the drop-down Feature/controls. We wished to maximize the access of the users to the instruments by standardizing names since the youthful users of the system might misspell the instrument names if they were accessible by a text box Search. Also some of the instruments have several names and the same word might apply to different types of instruments. For example, “bass” could apply to the string bass or to a bass guitar.

Figure 5.2.3.A - List of Terms in the

Musical Instruments Controlled Vocabulary

(Based on the Thesaurus of Musical Instruments http://alteriseculo.com/instruments)

Accordion Alto flute Alto Horn Alto Trombone Autoharp Band organ Bass clarinet Bass drum Bass guitar Bass trombone Bongo Castanets Cello Clarinet Conga (Drum)

Euphonium Fender guitar Flute Frame drums Gong Guitar Guitara portuguesa Harmonica Horn (Musical

instrument) Jawbone

(Musical instrument)

Kazoo

Mechanical pianos MIDI controllers Musical instruments Musical saw Notched rattle Oboe Ocarina Organ Pedal piano Penny whistle Percussion controller (Musical instrument)

Rattle (Musical instrument) Saxophone Snare drum Steel drum (Musical instrument) Stringed instruments Stringed Instruments, Bowed Tam-tam Tambourine Timpani

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Cornet Cowbells Cymbals Double bass Drum Drum machine Drum set Electric guitar Electronic

keyboard (Synthesizer)

Electronic percussion instruments

Electronic piano

Keyboard controller (Musical instrument)

Keyboard instruments

Keyboards (Music)

Keyed fiddle Lute Lyre Mandolin Marimba Martin guitar Mechanical

musical instruments

Percussion instruments Piano Piccolo Pipe (Musical instrument) Player piano Plucked instruments Racket

(Musical instrument)

Triangle (Musical instrument) Trombone Trumpet Tuba Viola Violin Violoncello Whistles Wind instruments Woodwind instruments Xylophone Zither

Figure 5.2.3.B

Example Listings in the Musical Instrument Thesaurus

Examples of Thesaurus listings

Brass instruments

UF Brasses (Musical instruments)

BT Wind instruments

NT Baritone (Musical instrument)BugleCornetCornettEuphoniumFlügelhornHeliconHorn (Musical instrument)Post hornSarrusophoneSaxhornTromboneTrumpetTuba

Brasses (Musical instruments)USE Brass instruments

DrumBT Percussion instrumentsNT Base drum

Bongo

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Frame DrumsSnare drumSteel drum (Musical instrument)Timpani

Drum kitUSE Drum set

Drum machineBT Electronic percussion instruments

Drum setUF Drum kit

DrumsetTrap kit

BT Percussion instruments

Guitarra portuguesaBT Lute

Musical instruments -- Portugal

GuitarUF Spanish guitarBT Plucked instrumentsNT Electric guitar

English guitarGretsch guitarHawaiian guitarMartin guitarUkeleleViola d’arame

Guitar, ElectricUSE Electric guitar

Guitar, SteelUSE Hawaiian guitar

Stringed instrumentsUF Instruments, Stringed

String instruments

BT Musical instruments

NT Plucked instrumentsStringed instruments, Bowed

Stringed instruments, BowedUF Bowed instruments

Fretted instrumentsInstruments, Bowed string

BT Stringed instruments

NT BarytonDouble bassLyra (Musical instrument)ViolViola

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Violetta d'amoreViolinVioloVioloncello

Tam-tamUF TamtamBT Gong

TamtamUSE Tam-tam

TromboneBT Brass instrumentsNT Alto trombone

Bass trombone

TrumpetUF Natural trumpet

Slide trumpetValve trumpet

RT BugleCornet

BT Brass instrumentsNT Alphorn

1. InterfaceWe have used several navigational strategies to allow free movement throughout the Mecca website. In designing a site for children, we have taken into consideration their inexperience with navigating websites and tried to make their experience with our navigation fun and educational. We added a special feature called Musical Cookie Crumbs that is a way for users to track their path through the site. A message “You are here” is shown on the top navigation bar. Unique musical notation is given to each type of page that the user visits, and each page is listed in this bar. So a user might follow this progression:

Mecca Homepage -> Search for Furtado -> Nelly Furtado -> Whoa Nelly! -> I’m Like a Bird -> “I’m Like a Bird” Lyrics

Each of these hits on the site would have a musical note or a series of musical notes, to help the children visually identify their location in the site.

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1.1. Site Map

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1.1.1. Site Pages (For each page type)

Mecca Homepage Mockup can be found at http://inside.urbanschool.org/~ckaris/MECCA/mecca_index.html

The prototype for the Music Tookkit is found at

http://www.arabissmo.net/meccahomepage/Login.asp

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Page Cycles

1. The Search feature. We start with a Basic search where the user can only choose one parameter at a time. [Combinations are described later in Advanced Search.]

[The Search Feature may be a little crowded and another design may improve the appearance. The user can access the search feature from any page in the site. But wherever the user accesses the search feature, the following pages will result: ]

2. a. If the user chooses the Artists option, the query would involve a join between the Artist, Recording, and Image tables. The results page would include the following information: [image and text samples taken from All Music Guide]

If there are matches, show this message: Your search for <keyword entered by user, e.g. “Furtado”> returned the following results: [Please click on the name or the image of the artist for more details.] If no matches, show this message: Sorry, your search for <keyword entered by user> did not return any results. Please try another search or browse our collections.

Artist Name Picture Date of Birth

Nelly Furtado Dec. 2, 1978

Earl Furtado picture dob

Stephen Furtado

picture dob

etc…… picture dob

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On the results pages, we include attributes that will help users identify what they are looking for. Because of our young users, we try to include as few attributes as possible on the results page. When the user clicks on either the artist’s name or picture (both are hyperlinked), he/she will be taken to the following detail page:

----------------------------------------------------------------------------------------------------

Nelly Furtado

Website: http://www.nellyfurtado.com

Biography: Singer/songwriter Nelly Furtado heavily credits her ethnic background and childhood for culturally and crucially spawning her creativity as a female and as an inspiring musician. Born and raised in Victoria, British Columbia, Canada, Furtado's working-class parents, whom are of Portuguese decent, instilled a hardcore

work ethic during her upbringing. She spent eight summers working as a chambermaid with her housekeeping mother, quickly realizing what it meant to honestly make a living. She turned to music for enjoyment, learning to play the guitar and the ukulele.

List of Albums that the artist has contributed to either as composer or performer:1. I’m Like a Bird

2. Whoa, Nelly!

3. Folklore

…and so on

----------------------------------------------------------------------------------------------------

[Note: a click on an album title will submit the request to the same page that processes the details page for the Album search described below.]

b. If the user chooses the Albums option, the query will involve a join between the Album, Recording, Image, and Artist tables.

First, a match between the terms that the user entered will be matched against the Album_Title field of the Album table. If there are matches, display the following results:

Your search for <keyword entered by user, e.g. “Folklore”> returned the following results: [Please click on the image for more details.]

Albums with titles like “Folklore”

and so on…..

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[Note: We are aware that realistically, this design for a results page is not best for sites that have large records. Imagine a term like “love” which could retrieve tons of titles like it. Since Mecca will be selective in the scope of the music it includes, we don’t anticipate having a large quantity of records for either album, artist, or song. Images are used as identifiers in consideration of the visual needs of children. Note here that even though artist names and recording dates might be helpful identifiers in the results page, Mecca believes that its youthful users will find the album covers more useful and more appealing. In addition, this approach will require less intensive programming and therefore is more cost effective.]

A click on an album image (the first one in the example results page above) will bring up the following example details page:

------------------------------------------------------------------------------------------------------------

Folklore

Review: Folklore lacks the humor of Whoa, Nelly! and suggests she'd rather play it straight than play around. And that's the problem with Folklore: though it surely has impressive moments, the album is a self-conscious, somber affair that takes itself far too seriously. At this point, Furtado's Achilles' heel is that she doesn't see a world outside herself. While there's a certain truth to the old axiom "write what you know," she, like many of her peers, takes this credo to extremes, believing that every emotional fluctuation she

had in the aftermath of her mild stardom can make for a captivating album. [blah, blah…]

List of Songs in Album:

1. Fresh Off the Boat

2. Powerless (Say What You Want)

3. Explode

......and so on.

------------------------------------------------------------------------------------------------------------

[Notice that even though we want information on artist and dates and credits for the album, it is not advisable to do so based on our data structure. These bits of information are attached to each recording and to call them here would mean a repetition of data in our dataset. This repetition requires extensive programming. Again this is not cost effective for the purpose of Mecca. A click on a hyperlinked song title from an album will submit the request to the page that processes the details page for the Song search. In this way the user will see details about who composed or performed the song, when it was recorded, what style, etc.]

c. If the user chooses the Songs option, the query will involve a join between the Song, Recording, Artist, Instrument_Recording, Instrument and Image tables. The query will first match the user’s keyword with the Song_Name in the Song table which will be joined with

Mecca spec 42

the Recording table on the attribute Song_ID to retrieve the recordings of that Song. The results page will include the following information:

[Show a similar message as in Artist choice depending on whether there are results returned or not.]

Song Title Number of Recordings

I’m like a bird 26

Be like a bird 1

etc….

When the user clicks a Song Title, the next page will show the Recordings of that song title.

Recordings with titles like “I’m like a bird”

Song Title Composer Performer Style Year Recorded

I’m Like a Bird Nelly Furtado Nelly Furtado 2000

I’m Like a Bird Nelly Furtado Countdown Singers 2002

A click on the Song title will bring up more details about the recording such as an audio sample, review, credits and a listing of the instruments used in the recording which may be presented on a detail page like this:

-------------------------------------------------------------------------------------------------------

Recording: I’m Like a Bird

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Performer: Nelly Furtado

Composer: Nelly Furtado

Year Recorded: 2000

Credits: Brad Haehnel – Mixing; Brian West – Producer; Gerald Eaton – Producer, etc….

Audio Link: mp3

Instruments used in this recording:

Saxophone [Listen to the sound of this instrument.]

Saxophone is probably the most expressive instrument next to the human voice. It was created over one hundred and fifty years ago. It was named after its creator, Adolphe Sax. He lived in Brussels, Belgium. His father was an instrument maker and Adolphe learned how to make instruments when he was very young. At age six, Sax drilled the body of a clarinet, and later went on to produce some of the finest specimens. [more]

-----------------------------------------------------------------------------------------

Trombone[Listen to the sound of this instrument.]

A brass aerophone with a cup-shaped mouthpiece and predominantly cylindrical bore. In its most familiar form it is the tenor-baritone counterpart of the orchestral trumpet but it is characterized by a telescopic slide with which the player varies the length of the tube (except in the

valve trombone): hence the term 'slide trombone' (Fr. Trombone coulisse, Ger. Zugposaune, It. trombone a tiro; Fr. and Eng. up to the 18th century, saqueboute, sackbut). [more]

-------------------------------------------------------------------------------------------------------

c. If the user chooses the Lyrics option, the words entered by the user will be parsed and matched against the inverted file. This connection, which will point to the lyrics in the IR text store, will be based on a match between accession numbers. The IR will be linked to the RDB via a match between the accession number and the Song_Lyrics field of the Song table. We link the two systems to retrieve the names of composers and performers of a song to be included in the results page because users seem to identify which song they are seeking by seeing who composed or performed the song.

Results Page:

----------------------------------------------------------------------------------------------------

Your search for <keyword entered by user, e.g. “I’m like a bird”> returned the following results: [Please click on the image for more details.]

Songs with lyrics like “I’m like a bird.” Click on a song title to see the lyrics.

Song Title Composer Performer

I’m like a bird Nelly Furtado Nelly Furtado

Be like a bird Libana

..and so on

Mecca spec 44

-------------------------------------------------------------------------------------------------------

Details Page:[Note: The accession number is not included in the display as is shown in many databases that retrieve and display text. The accession number works behind the scenes and our users don’t need to see it. The Song Title link passes on the song ID to the page that processes the details page for Song search, the Composer or Performer links passes on the IDs for the artist to the details page for Artist search. ]

-------------------------------------------------------------------------------------------------------

Title: "I'm Like A Bird"

Composer: Nelly Furtado

Performer: Nelly Furtado

Lyrics:You're beautiful, that's for sureYou'll never ever fadeYou're lovely but it's not for sureThat I won't ever changeAnd though my love is rareThough my love is true

[Chorus:]I'm like a bird, I'll only fly awayI don't know where my soul is, I don't know where my home is (and baby all I need for you to know is)I'm like a bird, I'll only fly awayI don't know where my soul is, I don't know where my home isAll I need for you to know is

Your faith in me brings me to tearsEven after all these yearsAnd it pains me so much to tellThat you don't know me that wellAnd though my love is rareThough my love is true

[Chorus]

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It's not that I wanna say goodbyeIt's just that every time you try to tell me that you love meEach and every single day I know I'm going to have to eventually give you awayAnd though my love is rareAnd though my love is trueHey I'm just scaredThat we may fall through

[Chorus x 3]----------------------------------------------------

Page Cycles for the Browse/Listen Feature

1. Controls -- To illustrate the Listen to Browse Feature, we have used kooky but kid appealing images from a Google Image search. Drop-down boxes each with its own form/submit button are used. The drop-down boxes will be initialized with terms from the Musical Instrument CV, described and illustrated in 5.2.3. The jazz musical styles, drawn for this example from the All Music Guide website, will be part of a musical style name CV that will be created.

Mecca spec 46

2. Queries – The queries will involve joins between Instrument, Recording, Instrument_Recording, Image, and Artist (if we want to include links to composers and performers from the instrument and style browsing pages).

3. Results page a) For a musical instrument selection. For example, if a user selects Saxophone, the resulting page would include the ff information:

____________________________________________________

Saxophone (Instrument_Name)

(Image)

Sample Recordings (where the saxophone plays a major part) Title Audio

SampleComposer

Performer

Passion Flowermp3

Johnny Hodges

Old Fashioned Love mp3

Benny Carter

etc…

Mecca spec 47

Description: Blah, blah, blah, blah, Blah, blah, blah, blah, Blah, blah, blah, blah, Blah, blah, blah, blah, Blah, blah, blah, blah, Blah, blah, blah, blah

__________________________________________________________

b. For a musical style selection. If for example, the user selects New Orleans/Classic, the ff information will appear in the results page._____________________________________________________________New Orleans/Classic Style (Recording_Style)

(representative image)

Sample Recordings

Title Audio Sample

Composer

Performer

Heebie Jeebiesmp3

Louis Armstrong

Let the Good Times Roll mp3

Peter Fountain

etc….

______________________________________________________________

6.1.1 Site Pages—Wireframes

Wireframe representation of each type of the Site Pages follows. They include the following:

1. Mecca Homepage

2. Artist Search Results Page

3. Artist Detail Results Page

4. Album Search Results Page

5. Album Search Detail Results Page

6. Song Title Search Results Page

7. Song Title Detail Results Page (Multiple song title details)

8. Song Title Detail Results 2 Page

9. Lyrics Search Results Page

10. Lyrics Detail Results Page

Mecca spec 48

Description of Style: Blah, blah, blah, blah, Blah, blah, blah, blah, Blah, blah, blah, blah, Blah, blah, blah, blah, Blah, blah, blah, blah, Blah, blah, blah, blah

11. Listen to Browse Page

12. Listen to Browse Instrument Details Page

13. Listen to Browse Style Details Page

The Mecca Homepage will be the starting place for most of the Home-schooled users of the website. The Featured Artists drawn from Pop, Jazz, and Classic Jazz will initiate many learning experiences. The Listen to Browse Feature will attract attention and interest of the user. It will be the means to start the user on an exploration beginning with sound, the method of choice for many young people. The Search Feature and the Advanced Search allow users to explore and learn in many different ways.

Mecca spec 49

This is the Results page when doing a search by Artist Name. It presents the searcher with a list of names and artist pictures to choose from, with each name and picture made clickable as a hyperlink that then sends the searcher to a details page for that particular artist.

Mecca spec 50

This is the Details page for an artist search after the user has selected a specific artist (in this case Nelly Furtado). It gives the searcher a picture of the artist, a link to the artist’s website, a biography and a “clickable” list of the artist’s albums which sends the searcher to the Album Detail page.

Mecca spec 51

This is the Results page when doing a search by Album. It presents the searcher with a choice of album covers that have the keyword used in the query in the album title. Each picture is “clickable” and sends the searcher to an Album details page.

Mecca spec 52

This is the Details page for an Album search after the user has selected a specific album (in this case “Folklore”). It gives the searcher a picture of the album, an album review, and a “clickable” list of the songs in the album, which sends the searcher to the Song Detail page.

Mecca spec 53

This is the page that Results when doing a search by Song Title. It presents the searcher with a list of song titles to from which to choose, each title made clickable, an action that then sends the searcher to a details page for that particular artist.

Mecca spec 54

When clicking on a song title from the Song Title Results page the user will get a Details page, with a list of titles, composers, performers, styles and recording years to help them pick out the song or specific album they are actually looking for. The titles will be clickable and will bring the user to a further details page.

Mecca spec 55

After selecting the appropriate song title the searcher will be sent to a further Details page such as this, with album cover image, album information, samples of the album to listen to and a review of the album to read, as well as information about specific instruments used in the recording.

Mecca spec 56

This is the Result page when doing a search by Lyrics. It presents the searcher with a list of song titles, composers and performers to choose from, each title made “clickable” that then sends the searcher to a details page for that particular song.

Mecca spec 57

When clicking on a song title from the Lyrics Results page the user will get a Details page like this, with song title, composer and performer information, as well as the text of the lyrics for that particular song.

Mecca spec 58

This is a page that a searcher could come to when wanting to listen to different musical instruments or styles of music in order to browse different musical offerings. It would be a way of allowing the searcher to explore new areas of music that may not have been thought of at first, and would be a great place for home-schoolers to explore new and varied musical genres. This Listen to Browse Feature is also found on the Homepage but is also provided as a separate page.

Mecca spec 59

This is a details page that a user would get when choosing a particular instrument from the drop-down box of choices on the Listen/Browse search page. The instrument details page includes information on the instrument, a picture of the instrument, and samples of music featuring the instrument. This page would be an excellent resource for home-schoolers when exploring how different instruments sound.

Mecca spec 60

This is a details page that a user would get when choosing a particular musical style from the drop-down box of choices on the Listen/Browse search page. The musical style details page includes information on the musical style, a picture of a representative recording, and samples of music featuring the musical style. This page would be an excellent resource for home-schoolers when exploring how different musical styles sound.

Mecca spec 61

2. Features to Functions

7.1 Homepage Features Description and Explanation of Features on Homepage:

The homepage carries a few features that connect to some functionality in the RDB. These are submit buttons that enable the user to listen to audio clips of recordings of a featured artist or event. [Mecca’s homepage is found at http://inside.urbanschool.org/~ckaris/MECCA/mecca_index.html. ]

Controls Used for the Homepage Listen feature[A note on the naming convention used for controls for this feature as well as other features described for this system: We follow the class convention of putting a “c_” as a prefix to the names of controls. However, we distinguish between the types of controls by adding a 3-letter designation for the control name such that the “txt” in c_txtSearch means it is a textbox type of control. The other prefixes are: “opt” for radio/option buttons (e.g. c_optArtist), “cmd” for Submit buttons (e.g. c_cmdGoSearch, cmd stands for command), “drp” for drop-down boxes (e.g. c_drpStyles), “frm” for forms (e.g. c_frmSearch), “chk” for checkbox, and “txa” for textarea.]

Friendly Name

System Name Control Type Hooked to What in the RDB or IR system?

Comment

Listen c_frmListen/ c_cmdListen

Form/Submit button.

Hooked to the particular id of the artist, recording, instrument, album, or song being featured.

We anticipate these features to change often.

Queries for the Homepage feature: [using the Nelly Furtado feature currently on the homepage – supposing Nelly’s ID in the Artist_ID field of the Artist table in the RDB is 6]Controls Involved SQL Comments

c_frmListen/ c_cmdListen SELECT Artist.Artist_ID, Recording.Recording_FileFROM Artist JOIN Recording ON Artist.Artist_ID=Recording.Artist_Performer_ID

WHERE Artist.Artist_ID= Request (6);

The Request ( ) in the WHERE clause is an ASP syntax. We only use it to show that the link that the user chooses from the home page will be processed as a request.

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7.2 Quick Search Feature

Description and Explanation for the Quick Search feature:The quick search feature is for users who just want to type in a few terms and get some results. It allows users to search the system by either Artist name, Album title, Song title, or Lyrics. Generally, this feature is for users with a known artist name, album title, song title, or lyric parts. It seems from the user persona that some of Maggie’s and Lou’s interest in music started with a known artist name, or album/song title that they have heard about from their friends. This feature will be located prominently on the homepage but will also be on all the major pages of the site to allow the user to easily do another search if a previous search is not meeting his/her need or if he/she is reminded of an artist or song that he/she wants to know more about while on another page.

We favor using an exclusive-choice type of controls like the radio/option buttons that allow only one button to be selected at any one time to guide as well as simplify the user’s search. The use of qualifiers in parentheses after the radio button label further guides the user to the kinds of terms expected for each option. A short instruction inside the search textbox might be of further help for younger members of the home-schooling family. The use of bigger and more colorful fonts for the words “Search” and “Go” should appeal to both children and parents in a family.

Controls used for the Quick Search feature:

Friendly Name

System Name Control Type

Hooked to What in the RDB or IR system?

Comment

Search

(type your search term here)

c_txtSearch Textbox Depends on the option the user chooses between Artists, Songs, Albums, and Lyrics

The user can only choose one option at a time.

Artists (Names)

c_optArtist Radio/Option Button

Hooked to the Artist_Name field of the Artist table.

Albums c_optAlbum Radio/ Hooked to the Album_Title

Mecca spec 63

(Titles) Option Button

field of the Album table.

Songs (Titles)

c_optSong Radio/Option Button

Hooked to the Song_Name field of the Song table.

Lyrics c_optLyrics Radio/Option Button

Hooked to the inverted index of song lyrics to get the accession number that will point to the full text of the lyrics.

Go! c_frmSearch

/

c_cmdGoSearch

Form/Submit Button

Calls the page indicated in the “Action” attribute of the search form and submits the option selected and the text entered in c_textSearch for processing.

Queries for the Quick Search feature:The search feature is mostly for retrieving data and does not involve initializing controls nor storing data.

Retrieving Information

Controls Involved SQL Comments

c_optArtist

c_txtSearch

c_frmSearch/ c_cmdGoSearch

From Search Form to Results Page:

SELECT Artist.Artist_ID, Artist.Artist_Name, Artist.Artist_DOB, Image.Image_File

FROM Artist JOIN Image ON Artist.Image_ID=Image.Image_ID

WHERE Artist.Artist_Name LIKE “<*c_txtSearch*>”

ORDER BY Artist.Artist_Name;

From Results Page to Details Page, two queries will be used to create two recordsets:

[To show details of artist like bio, link to website, and image, etc.]

SELECT Artist.*, Image.Image_File, IRinvertedFile.AccessionNumber

FROM IRinvertedFile

JOIN Artist ON

The name of the artist on the results page will be a hyperlink to the details page. The link will show the artist name but the parameter to be passed on to the detail page is the Artist’s ID.

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Artist_Biography=IRinvertedFile.AccessionNumber

JOIN Image ON Artist.Image_ID=Image.Image_ID

WHERE Artist.Artist_ID=Request (ArtistID);

[To show a listing of albums that the Artist has contributed on, either as performer or composer.]

SELECT DISTINCT Album.Album_ID, Album.Album_Title

FROM Album JOIN Recording ON Recording.Album_ID=Album.Album_ID

WHERE Recording.Artist_Performer_ID=Request (ArtistID) OR Recording.Artist_Composer_ID=Request (ArtistID);

c_optAlbum

c_txtSearch

c_frmSearch/ c_cmdGoSearch

From Search Form to Results Page:

SELECT Album.Album_ID, Album.Album_Title, Image.Image_File

FROM Album JOIN Image ON Album.Image_ID=Image.Image_ID

WHERE Album.Album_Title LIKE “<*c_txtSearch*>”

ORDER BY Album.Album_Title;

From Results Page to Details Page

[To show review of the album and a list of the recording names included in the album as well as audio clips of the recordings.]

SELECT Album.*, Image.Image_File, Recording_Name, Recording_ID, IRinvertedFile.AccessionNumber

FROM Album

JOIN IRinvertedFile ON Album.Album_Commentary=IRinvertedFile.AccessionNumber

JOIN Recording ON Recording.Album_ID=Album.Album_ID

JOIN Image ON Album.Image_ID=Image.Image_ID

WHERE Album.Album_ID=Request (AlbumID);

The title of the album on the results page will be a hyperlink to the details page. The link will show the album image but the parameter to be passed on to the detail page is the Album ID.

The list of hyperlinked Recording Names in the details page will pass on RecodingIDs to the page that processes details page 2 in the Song search process.

Mecca spec 65

c_optSong

c_txtSearch

c_frmSearch/ c_cmdGo

From Search Form to Results Page:

SELECT Song.Song_ID, Song_Name, COUNT (Recording.Recording_ID) as NumberOfRecordings

FROM Song INNER JOIN Recording ON Song.Song_ID=Recording.Song_ID

WHERE Song_Name LIKE “<*c_txtSearch*>”

GROUP BY Song_ID, Song_Name;

[If user enters more than one term, the condition in the WHERE clause should be written as Song_Name LIKE “<c_txtSearch_term1*>” AND “<c_txtSearch_term2*>” AND “<c_txtSearch_term3*>” etc.]

From Results Page to Details Page1:

SELECT Song.Song_Name, Composer.Artist_Name AS Composer_Name, Composer.Artist_ID AS Composer_ID, Perfomer.Artist_Name AS Performer_Name, Performer.Artist_ID AS Performer_ID, Recording.Style_Name, Recording.Recording_Date, Recording.Song_ID, Recording.Recording_IDFROM Song

JOIN Recording On Song.Song_ID=Recording.Song_ID

JOIN Artist AS Composer ON Recording.Artist_Composer_ID=Composer.Artist_ID

JOIN Artist AS Performer ON Recording.Artist_Performer_ID=Performer.Artist_ID

WHERE Song.Song_ID=Request(SongID)

ORDER BY Song.Song_Name;

From Details Page1 to Details Page2:

SELECT Image.Image_File, Composer.Artist_Name AS Composer_Name, Performer.Artist_Name AS Performer_Name, Recording.Style_Name, Recording.Recording_Date, Recording.Recording_Credits, Recording.Recording_ID, Recording.Recording_File

The title of the song on the results page will be a hyperlink to the Details Page 1 and from Details Page 1 to Details Page 2. The link will show the song title but the parameter to be passed on to the next page is the Song ID.

The names of the Performer and Composer in Detail 1 page will be hyperlinks which when clicked will pass on the request to the same page that processes the query for the details page in the Artist search.

The hyperlinked Song Titles in Details Page 1 pass on the Recording ID to the Details

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FROM Recording

JOIN Artist AS Composer ON Recording.Artist_Composer_ID=Composer.Artist_ID

JOIN Artist AS Performer ON Recording.Artist_Performer_ID=Performer.Artist_ID

JOIN Image ON Performer.Image_ID=Image.Image_ID

WHERE Recording.Recording_ID=Request (RecordingID)

SELECT Instrument.*, Image.Image_File IRinvertedFile.AccessionNumber,

FROM Instrument

JOIN Instrument_Recording ON Instrument.Instrument_ID=Instrument_Recording.Instrument_ID

JOIN Recording ON Recording.Recording_ID=Instrument_Recording.Instrument_ID

JOIN IRinvertedFile ON Instrument_Background=IRinvertedFile.AccessionNumber

JOIN Image ON Image.Image_ID=Instrument.Image_ID

WHERE Recording.Recording_ID=Request(Recording.Recording_ID);

Page 2.

c_optLyrics

c_txtSearch

c_frmSearch/ c_cmdGo

From Search Page to Results Page:

SELECT Song.Song_Name, Composer.Artist_Name AS Composer_Name, Composer.Artist_ID, Perfomer.Artist_Name AS Performer_Name, Perfomer.Artist_ID, Song_Lyrics, IRinvertedFile_AccessionNumber

FROM IRinvertedFile

JOIN Song ON IRinvertedFile_AccessionNumber=Song.Song_Lyrics

JOIN Recording ON Song.Song_ID=Recording.Song_ID

JOIN Artist AS Composer ON Composer.Artist_ID=Recording.Artist_Composer_ID

JOIN Artist AS Performer ON

The title of the song on the results page will be a hyperlink to the Details Page. The link will show the song title but the parameter to be passed on to the next page is the Accession

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Performer.Artist_ID=Recording.Artist_Performer_ID

WHERE IRinvertedFile.term LIKE “<*c_txtSearch_term1*>”

ORDER BY Song_Name;

[If 2 or more terms entered into textbox, add to the query in the WHERE clause AND “<c_txtSearch_term2*>” AND “<c_txtSearch_term3*>” etc.;]

From Results Page to Details Page:

SELECT Song.Song_Name, Composer.Artist_Name AS Composer_Name, Composer.Artist_ID, Perfomer.Artist_Name as Performer_Name, Perfomer.Artist_ID, Song_Lyrics, IRinvertedFile_AccessionNumber

FROM IRinvertedFile

JOIN Song ON IRinvertedFile_AccessionNumber=Song.Song_Lyrics

JOIN Recording ON Song.Song_ID=Recording.Song_ID

JOIN Artist AS Composer ON Artist.Artist_ID=Recording.Artist_Composer_ID

JOIN Artist AS Performer ON Artist.Artist_ID=Recording.Artist_Performer_ID

WHERE IRinvertedFile_AccessionNumber=Request(AccessionNumber);

Number for the lyrics.

The names of the Performer and Composer in the results page will be hyperlinks which when clicked will pass on the request to the same page that processes the query for the details page in the Artist search

Logic for the Quick Search Feature1. If the user clicks on Go button without entering any terms, then show a message that

says “Please choose an option then enter keywords in the textbox.” [Can be done with a pop-up window using JavaScript.]

Else, do the following:

a) Ignore all Boolean operators, parentheses, and quotation marks.

b) Parse terms in c_txtSearch, delimited by spaces, into c_txtSearch_term1, c_txtSearch_term2, etc.

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2. If “<c_txtSearch>” does not match any data in the RDB or IR, then show a page with a message that says “Sorry, your search did not return any results. Please try another search.”

Else, do the following:

a) Ignore all Boolean operators, parentheses, and quotation marks.

b) Parse terms in c_txtSearch, delimited by spaces, into c_txtSearch_term1, c_txtSearch_term2, etc.

3. If user clicks on hyperlinks on results or detail page, pass on the request parameter to the page that contains the code to process the request.

4. Re-use pages (with the codes) that process the same kind of request.

7.3 Advanced Search Feature

Detail 1: Detail 2:

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[The UI design above was copied from the UW Libraries advanced search page at http://www.lib.washington.edu/Resource/Search/ResSearch.asp?Reset=Yes . We modified it for our purposes.]

Description and Explanation for the Advanced Search feature:The advanced search features is designed for the parents of the home-schooling families as well as for those children who may know or who may want to learn how to combine search terms. The combination of terms was done behind the scenes in quick search but here, we give our user the opportunity to combine terms themselves. The feature uses a total of 18 controls which allows the user a maximum of 4 conditions for each of up to 64 possible combinations of 4 fields, 2 functions, 4 terms and 2 logical operators. Do our users need this level of search complexity? As a general rule, no, and one may say that we are being prescriptive here. However, the Mecca team looks at the provision of this feature as a way of bringing our users to a level of search where they are more in control and where they can be more involved in search. On a more practical level, the advanced search feature allows the user to search on information that was not covered in the quick search feature. This includes the ability to search for recordings of an artist or recordings of a song between this year and that year, the ability to do full-text searching of other text-based data that we have in our system such as artist biographies, instrument descriptions, and album reviews.

Controls used for the Advanced Search feature

Friendly Name

System Name Control Type

Hooked to What in the RDB or IR system?

The ff set of 4 names are repeated for each of the 3 drop-down boxes under the Field column label.

Song Title

Artist Name

Album Title

Keyword

A drop-down box has two or more options but only has one name to refer to. The ff are the names of the 3 boxes under the Field column:

c_drpField1

c_drpField2

c_drpField3

drop-down box

Repeat the ff for the other two drop-down boxes under the Field column.

c_drpField1.value(“Song Title”) is hooked to the Song_Name field of the Song table in the RDB.

c_drpField1.value(“Artist Name”) is hooked to the Artist_Name field of the Artist table in the RDB.

c_drpField1.value(“Album Title”) is hooked to the Album_Title field of the Album table in the RDB.

c_drpField1.value(“Keyword”) is hooked to the inverted index file for artist biographies, album commentary, lyrics, and instrument descriptions in the IRS.

The ff set of two names repeat for the drop-down boxes under the

See note above about drop-down boxes:

c_drpFunc1

drop-down box

Repeat the ff for the other two drop-down boxes under the Function column:

These controls are not hooked to the RDB nor the IR but they add functions to the search

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Function column label:

contains

equals

c_drpFunc2

c_drpFunc3

combination.

“Function selects whether the term is a literal string to be compared against the field (equals) or a series of space-separated keywords (contains). -- UW libraries notes ”

Column label:

Terms c_txtTerms1

c_txtTerms2

c_txtTerms3

textbox In combination with the options selected by the user under the Field column plus the function selected u, these textboxes are hooked to the same fields in the RDB or IR.

Example: <c_drpField1.Value(“Song Title”)> <c_drpFunc1.value (“contains”)> <c_txtTerms1> will hook to the Song_Name of the Song table in the RDB.

Column label:

Term Logic3 pairs of OR and AND buttons:

c_optOR1

c_optAND1

c_optOR2

c_optAND2

c_optOR3

c_optAND3

radio/option buttons

“If function is contains, then Term Logic refers to how the space-separated terms are combined.” – UW libraries.

The default value is AND.

Example: <c_drpField1.Value(“Song Title”)> <c_drpFunc1.value (“contains”)> <c_txtTerms1>

<c_optOR1>

------

<c_optOR1> will parse <c_txtTerms1> into OR statements.

The last Where condition in the column – Where And And And.

c_txtYear1

c_txtYear2

textbox Hooked to the Recording_Date of the Recording table in the RDB.

Search c_cmdSearch Submit button

Calls the page specified in the Action attribute of the search form and submits whatever combination of search fields and terms the user has indicated in the controls.

Logic and Queries for the Advanced Search feature: [There is a change of presentation in this section due to the large number of possible queries in the Advanced Search feature. The logic and queries are also combined to explain more succinctly the queries to be built under such and such conditions possible in the advanced search feature.]

1. User enters one term:

Example1: <c_drpField1.Value(“Song Title”)> <c_drpFunc1.value(“contains”)> <c_txtTerms1>

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Parse the term as a series of space-separated keywords and AND them.

SQL: SELECT Song.Song_ID, Song.Song_Name FROM Song WHERE Song.Song_Name LIKE “<*c_txtTerms1*>” ORDER BY Song.Song_Name

Example 2: <c_drpField2.Value(“Album Title”)> <c_drpFunc2.value(“equals”)> <c_txtTerms2>

Take the term as a literal string and match it against the field.

SQL: SELECT Album.Album_ID, Album.Album_Title FROM Album WHERE Album.Album_Title =“<c_txtTerms2>” ORDER BY Album.Album_Title

2. If user enters two terms:

Example1: <c_drpField1.Value(“Song Title”)> <c_drpFunc1.value(“contains”)> <c_txtTerms1> OR <c_drpField2.Value(“Album Title”)> <c_drpFunc2.value(“equals”)> <c_txtTerms2>

Parse the <c_txtTerms1> as a series of space-separated keywords and AND them.

Take <c_txtTerms2> as a literal string and match it against the field.

OR <c_txtTerms1> and <c_txtTerms2>

SQL: SELECT Song.Song_ID, Song.Song_Name, Album.Album_ID, Album.Album_Title

FROM Song JOIN Recording ON Song.Song_ID=Recording.Song_ID JOIN Album ON Recording.Album_ID=Album.Album_ID WHERE Song.Song_Name LIKE “<*c_txtTerms1*>” OR Album.Album_Title = “<c_txtTerms2>”;

Example2: <c_drpField1.Value(“Song Title”)> <c_drpFunc1.value(“contains”)> <c_txtTerms1> AND <c_drpField2.Value(“Keyword”)> <c_drpFunc2.value(“equals”)> <c_txtTerms2>

Parse the <c_txtTerms1> as a series of space-separated keywords and AND them.

Take <c_txtTerms2> as a literal string and match it against the field.

AND <c_txtTerms1> and <c_txtTerms2>

SQL: SELECT Song.Song_ID, Song.Song_Name, IRinvertedFile_AccessionNumber

FROM Song JOIN IRinvertedFile ON Song_Lyrics=IRinvertedFile.AccessionNumber

WHERE Song.Song_Name LIKE “<*c_txtTerms1*>” AND IRinvertedFileTerm=“<c_txtTerms2>”;

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3. If user enters three terms:

Example: <c_drpField1.Value(“Song Title”)> <c_drpFunc1.value(“contains”)> <c_txtTerms1> OR <c_drpField2.Value(“Album Title”)> <c_drpFunc2.value(“equals”)> <c_txtTerms2> AND <c_drpField3.Value(“Artist Name”)> <c_drpFunc3.value(“contains”)> <c_txtTerms3>

Parse the <c_txtTerms1> as a series of space-separated keywords and AND them.

Take <c_txtTerms2> as a literal string and match it against the field.

Parse the <c_txtTerms3> as a series of space-separated keywords and AND them.

OR <c_txtTerms1> and <c_txtTerms2>

AND <c_txtTerms1> and <c_txtTerms2>

SQL: SELECT Song.Song_ID, Song.Song_Name, Album.Album_ID, Album.Album_Title, Artist.Artist_ID, Artist.Artist_Name

FROM Song JOIN Recording ON Song.Song_ID=Recording.Song_ID

JOIN Album ON Recording.Album_ID=Album.Album_ID

JOINArtist ON Recording.Artist_Performer=Artist.Artist_ID

WHERE Song.Song_Name LIKE “<*c_txtTerms1*>”OR Album.Album_Title =“<c_txtTerms2>” AND Artist.Artist_Name LIKE <*c_txtTerms3*>”;

4. If user enters four terms:

Example: <c_drpField1.Value(“Song Title”)> contains <c_txtTerms1> OR <c_drpField2.Value(“Album Title”)> equals <c_txtTerms2> AND <c_drpField3.Value(“Artist Name”)> contains <c_txtTerms3> AND

Between <c_txtYear1> and <c_txtYear2>

Parse the <c_txtTerms1> as a series of space-separated keywords and AND them.

Take <c_txtTerms2> as a literal string and match it against the field.

Parse the <c_txtTerms3> as a series of space-separated keywords and AND them.

Check if data value is found between two date values.

SQL: SELECT Song.Song_ID, Song.Song_Name, Album.Album_ID, Album.Album_Title, Artist.Artist_ID, Artist.Artist_Name, Recording.Recording_ID, Recording.Recording_Name

FROM Song JOIN Recording ON Song.Song_ID=Recording.Song_ID

JOIN Album ON Recording.Album_ID=Album.Album_ID

JOIN Artist ON Recording.Artist_Performer=Artist.Artist_ID

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WHERE Song.Song_Name LIKE “<*c_txtTerms1*>”OR Album.Album_Title =“<c_txtTerms2>” AND Artist.Artist_Name LIKE <*c_txtTerms3*>” AND BETWEEN <c_txtYear1> and <c_txtYear2>;

5. Presentation of Results

If no matches, use the same page used in basic search to show the user a message saying there are no matches to his query and to please try another search.

As in Quick Search, all queries from the search form are submitted to the same page for processing. This case contains codes using If-Then-Else statements to specify the processing and presentation of data depending on the user’s query. This page will most likely use looping codes to go through a recordset and to place data values within html templates. Results presentation requires html templates which will make names and titles hyperlinks but associated with unique record IDs which when clicked will pass on the unique ID for the processing of details pages.

7.4 Listen/Browse Feature

-----------------------------------------------------------------------------------------------------------------

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Description and Explanation for the Listen/Browse FeatureThe Listen/Browse feature is designed to meet the browsing needs of our users through sound clips of song recordings. Music, after all, is experienced primarily through the auditory senses. We are using sounds as enticements for further exploration of music, especially for the children in the family. We use musical instruments and musical styles as entry points to musical sounds represented in samples of song recordings. The system will initially include instruments and styles related to the jazz and pop genres but we envision the system to include other genres as well depending on feedback from the users. The system will be storing and presenting only audio clips of song recordings in consideration of the size of audio files and the amount of time it takes to download into the user’s computer.

Controls used for the Listen/Browse featureAs with the controls chosen for the search feature, we chose an exclusive-choice type of control for the listen/browse feature to guide and simplify the user’s search. For the listen/browse feature, we would use drop-down boxes to present to the user instrument and style terms selected from a controlled vocabulary. Presenting the users with a set of predefined terms to choose from minimizes spelling errors on the part of the users (especially the children of the home-schooling families) as well as help them connect to the information stored in the system more precisely. The drop-down boxes, each for musical instruments and musical style, are separate forms and allow the user only one selection and submission at one time. Multiple selections will perhaps be designed for the future as more information is gathered about the users’ interaction with the system.

Friendly Name

System Name Control Type

Hooked to What in the RDB or IR

system?

Comment

Select a musical style.

c_drpStyles Drop-down box

Hooked to the Recording_Style field of the Recording table.

Initialized through a lookup table of jazz/pop Styles

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c_drpStylesc_drpInstruments

names.

Go! c_frmStyles/ c_cmdGoStyle

Form/Submit Button

Calls the page specified in the Action attribute of c_frmStyles and submits the string selected in the drop-down box for processing.

Select a musical instrument.

c_drpInstruments Drop-down box

Hooked to the Instrument_Name of the Instrument table.

Initialized through a lookup table of Instrument names.

Go! c_frmInstruments/ c_cmdGoInstrument

Form/Submit Button

Calls the page specified in the Action attribute of c_frmInstruments and submits the string selected in the drop-down box for processing.

Queries for the Listen/Browse featureThe queries for the listen/browse feature will involve initializing the controls and retrieving information. This feature does not involve queries for storage of information.

Initializing the Controls

Controls Involved

SQL Comments

c_drpStyles SELECT * FROM Style Either create an Array, DataSet or RecordSet when connecting to the RDB or IR, load the values into it, and use the OnLoad event of the form to populate the option values in the drop box.

c_drpInstruments SELECT * FROM Musical_Instrument Same as above.

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Retrieving Information

Controls Involved SQL Comments

c_drpStyles

and

c_frmStyles/ c_cmdGo

From Search Form to Results Page:

SELECT Recording.Style_Name, Recording.Recording_Name, Recording.Recording_File, Composer.Artist_Name AS Composer_Name, Composer.Artist_ID AS Composer_ID, Performer.Artist_Name AS Performer_Name, Performer.Artist_ID AS Performer_ID, Image.Image_File

FROM Recording

JOIN Artist AS Composer ON Composer.Artist_ID=Recording.Artist_Composer_ID

JOIN Artist AS Performer ON Performer.Artist_ID=Recording.Artist_Performer_ID

JOIN Image AS Composer_Image ON Composer.Image_ID=Composer_Image.Image_ID

JOIN Image AS Performer_Image ON Performer.Image_ID=Perfomer_Image.Image_ID

WHERE Recording.Style_Name=”<c_drpStyles>”;

From Results Page to Details Page

[The audio files in the results page are clickable links to streaming mp3 files. The user will be shown how to download an mp3 player if he/she doesn’t have one yet.]

The names of the Performer and Composer in the results page will be hyperlinks which when clicked will pass on the request to the same page that processes the query for the details page in the Artist search

c_drpInstruments

and

c_frmInstruments/ c_cmdGo

From Listen/Browse Form to Results Page:

SELECT Image.Image_File, Composer.Artist_Name AS Composer_Name, Composer.Artist_ID AS Composer_ID,Performer.Artist_Name AS Performer_Name, Performer.Artist_ID AS Performer_ID

The names of the Performer and Composer in the

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Recording.Recording_Name, Recording.Recording_File, Instrument.Instrument_Name, Instrument.Instrument_Background

FROM Image

JOIN Instrument ON Image.Image_ID=Instrument.Image_ID

JOIN Instrument_Recording ON Instrument.Instrument_ID=Instrument_Recording.Instrument_ID

JOIN Recording ON Recording.Recording_ID=Instrument_Recording.Recording_ID

JOIN Artist AS Composer ON Recording.Artist_Composer_ID=Composer.Artist_ID

JOIN Artist AS Performer ON Recording.Artist_Performer_ID=Performer.Artist_ID

WHERE Instrument_Name=”<c_drpInstruments>”;

From Results Page to Details Page

[The audio files in the results page are clickable links to streaming mp3 files. The user will be shown how to download an mp3 player if he/she doesn’t have one yet.]

results page will be hyperlinks which when clicked will pass on the request to the same page that processes the query for the details page in the Artist search

The names of the Performer and Composer in the results page will be hyperlinks which when clicked will pass on the request to the same page that processes the query for the details page in the Artist search

Logic for the Listen/Browse feature1. If the user clicks on Go button without selecting an option, then show a message that

says “Please choose an option from the drop-down box.” [Can be done with a pop-up window using JavaScript.]

Else, match the value selected for “<c_drpStyles>” [or “<c_drpInstruments>”] with the corresponding values in the Recording_Style field of the Recording table [or Instrument_Name field of the Instrument table.] and return the results.

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2. If user clicks on audio links on results or detail page, play the audio clip.

3. For all other links, re-use pages (with the codes) that process the same kind of request.

7.5 “My Toolkit” Feature

----------------------------------------------------------------------------------

Description and Explanation for the My Toolkit Feature[To see a preliminary login and registration interface, please click on My Toolkit link on the Mecca Homepage][Or go directly to http://www.arabissmo.net/meccahomepage/Login.asp]

As described in the Features section of this spec, the Toolkit “is our favorite educational tool for parents to guide the curriculum of their children. A parent can save details about

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particular artists, albums, instruments, or musical styles in their own “toolkit” and have their children access the information later. Features involved would include a registration system to keep track of the owners of each toolkit, password-protection, and a storage area for saved details.“ This involves creating a separate database to store information about the users and their items. We have created the primary table for this database as included in the section to show how we are envisioning it. Here in this section, will not describe the full functionality for this feature but will describe and define the controls and queries for the login and registration process which will involve retrieval, storage, and update functionalities in our system.

Controls used for the Login and Registration parts of the Toolkit feature.

Friendly Name

System Name Control Type Hooked to What in the RDB or IR system?

Comment

Login Part

Email Address c_txtEmail textbox Hooked to the Email field of the MeccaUser table.

Password c_txtPassword textbox Password field of the MeccaUser table.

Registration Part

First Name c_txtFname textbox FirstName field of the MeccaUser table.

Last Name c_txtLname textbox LastName field of the MeccaUser table.

Address c_txtStreet1

c_txtStreet2

textbox

textbox

Street1 field of the MeccaUser table.

Street2 field of the MeccaUser table.

City c_txtCity textbox City field of the MeccaUser table.

State c_txtState textbox State field of the MeccaUser table.

Zip Code c_txtZip textbox Zip field of the MeccaUser table.

Email Address c_txtEmail textbox Email field of the MeccaUser table.

Password c_txtPassword textbox Password field of the MeccaUser table.

Verify Password

c_txtVerify textbox Not connected to RDB; a client-side verification using a Session variable.

Submit Registration

c_cmdSubmit Form/Submit button

Submits data entered by user.

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Reset c_cmdReset Form/Submit button

Clears data entered by user.

Queries used for the Login and Registration parts of the Toolkit feature.

Retrieving Information (for checking username and password)

Controls Involved

SQL Comments

c_txtEmail

c_txtPassword

SELECT UserID

FROM MeccaUser

WHERE Email=”<c_txtEmail>”

AND Password=”<c_txtPassword>”

Storing Information (from new registrants).

Controls Involved

SQL Comments

All of the above in the controls section except for the last three.

INSERT INTO MeccaUser (FirstName, LastName, Street1,Street2, City, State, Zip, Email, Password)

VALUES (‘<c_txtFname>’, ‘<c_txtLname>’, ‘<c_txtStreet1>’, ‘<c_txtStreet2>’, ‘<c_txtCity>’, ‘<c_txtState>’, ‘<c_txtZip>’, ‘<c_txtEmail>’, ‘<c_txtPassword>’)

Updating Information (by registered users)

Controls Involved

SQL Comments

All of the above in the controls section except for the last three.

UPDATE MeccaUser

SET FirstName=<c_txtFname>, LastName=<c_txtLname>, Street1=<c_txtStreet1>,Street2=<c_txtStreet2>, City=<c_txtCity>, State=<c_txtState>, Zip=<c_txtZip>, Email=<c_txtEmail>, Password=<c_txtPassword>

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WHERE UserID=(User ID in Login Session)

Logic used for the Login and Registration parts of the Toolkit feature.

At Login,

1. If user’s email and password do not match any in the database, Then

Present a message that says there is no match and to please enter information again. If still there is no match after two tries, redirect user to registration page.

2. If user’s email and password match with an email and password in the database, Then

Redirect the user to a member’s page where he/she is welcomed by first name and present a menu of the toolkit including a link to update registration information in case the user needs to.

At Registration, check if it is being submitted by a new or already-registered user;

1. To check for a current user, check the user’s ID (user IDs are often stored in a session-level variable for the duration of the user’s session with the system), retrieve the matching record for that ID, then copy the information submitted into the fields of the matching record. (In many database applications, the update – involving copying new data and overwriting old data - is first done through a recordset then copied into the database.)

2. To check for new user, match data entered with existing email addresses and passwords. If at end of file, no match then add a new record to the database and insert data submitted.

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Appendix A—Additional Full-Text examples for MeccaIn the creation of the actual Mecca system, there will be separate full-text data stores and Inverted Indexes for lyrics, Artists’ biographies, Instrument background, and Album reviews.

Lyrics90010-11AR: Artist: Nelly FurtadoAL Album: 90010 Whoa NellyLY: 90010-11: Hey, Man Hey, man, don't look so scared. You know I'm only testing you out. Hey man, don't look so angry, you're real close to figuring me out.

We are a part of a circle. It's like a mobius strip, and it goes round and round until it loses a link. And there's a shadow in the sky and it looks like rain, and shit is gonna fly once again.

Hey, man, we look at each other with ample eyes, so why not some time to discover what's behind your eyes? I've got so many questions that I want to ask you. I am so tired of mirrors- pour me a glass of your wine!

And there's a shadow in the sky and it looks like rain, and shit is gonna fly once again! I've got a bunch of government cheques at my door. Each morning I try to send them back but they only send me more. I look at myself in the mirror; am I vital today? Hey, man, I let my conscience get in the way!

And there's a shadow in the sky , and it looks like rain, and shit is gonna fly once again, and I don't mean to rain on your parade, but pathos has got me once again... and I don't want ambivalence no more, I don't want ambivalence no more, I don't want ambivalence no more, no I don't want ambivalence no more!

90010-13AR: Artist: Nelly FurtadoAL: Album 90010 Whoa Nelly

L: 90010-13 Baby GirlI've seen a man cry, I've seen a man die insideI've seen him say to me that he is only mineThat he gotta do what is best for himNever let me in, not even beginTo tell me I'm the one under his moon and sunThat I am the thing that revolves around him

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But while on top of him I know what's best for himI'll show him how to win and let me in cuz

Chorus:I don't wanna be your baby girlI don't wanna be your little pearlI just wanna be what's best for meTo be one-da-dum with my own star under my own sunWe're all sorry now, I didn't mean to wowMake you cry like that, it's just a little spatStill I want you to know, though I love you soIt's mostly me dreaming, forcing, believingThat you're an ideal, hell I never stealBut I stole you from, from another oneSo take yourself and wrap around my little fingerCuz that's how it should swing

ChorusWhy can't he see, why can't he see what's inside of me, yeah... don't you, don't you call me coochie-coo a little girl, now... don't you gaga goo no coochie-coo girl now I'm so much more, can't you see? Can't you see?Look who's writing now a token of their loveCan't you see love that it's just becauseI wanted a cheap way to get inside your headAnd not a cheap way to get inside your bedOh you're running now, with that silly oneIt's all over now, this woman's just begunMaybe we'll see about the will and the wayButterflies return some dayChorus

90030-19AR Artist: Nelly FurtadoAR Artist: Juanes AL Album: un día normalAR: Artists: Nelly Furtado and Juanes –duoJuanes - Voces, Coros, Guitarras Acusticas, Mandolina, ProgramacionesNelly Furtado- voces y corosJose Lopera- BateriaFelipe Alzate- PercussionShawn Davis: BanjoJaimie Muhoverack: Hammond

90030-39 FotografiaCada vez que yo me voy llevo a un lado de mi piel Tus fotografías para verlas cada vez Que tu ausencia me devora entero el corazón Y yo no tengo remedio más que amarte

ChorusY en la distancia te puedo ver Cuando tus fotos me siento a ver Y en las estrellas tus ojos ver Cuando tus fotos me siento a ver

Mera?

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Cada vez que te busco te vas Y cada vez que te llamo no estás Es por eso que debo decir que tú sólo en mis fotos estás Repeat

Cuando hay un abismo desnudo Que se opone entre los dos Yo me valgo del recuerdo Taciturno de tu voz Y de nuevo siento enfermo este corazón Que no le queda remedio más que amarte

ChorusY en la distancia te puedo ver Cuando tus fotos me siento a ver Y en las estrellas tus ojos ver Cuando tus fotos me siento a ver

Cada vez que te busco te vas Y cada vez que te llamo no estás Es por eso que debo decir que tú sólo en mis fotos estásRepeat 5X

Translation: by R. Rosenberg of The Urban School of San FranciscoEvery time I leave I take with me on the side of my skinyour photos so I can see them every timeyour absence devours my whole heartI don't have any solution but to love you

In the distance I can see youwhen your photos I sit to seeand in the stars I can see your eyeswhen your photos I sit to see

Every time I look for you, you leaveAnd every time I call you you're not thereand that's why I can say that you only exist in my photos

When there's a naked abyssthat separates us bothI value the melancholy memoryof your voice

And all over again I feel sick in the heartThat there's no other solution except to love you

Every time I look for you, you leaveand every time I call you you're not thereand that's why I can say that you only exist in photos

L: 90010-113 "Oude Estás"Nas horas do diaNas horas do dia

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Espero... a noiteEspero... a noite[2x]Vejo as ondas a passar... pelo marVejo as ondas a passar... pelo mar

Nas horas do diaNas horas do diaEspero... a noiteEspero... a noite[2x]Vejo estrelas gritar seu nome... pelo arVejo estrelas gritar seu nome... pelo ar

Nas horas do diaNas horas do diaFecho... meus olhosFecho... meus olhos[2x]Vou pelos campos a perguntar... onde estásVou pelos campos a perguntar... onde estás

Onde Estás... Onde Estás... Onde Estás... Onde Estás

[english translation:]

[WHERE ARE YOU?]

The hours of the dayThe hours of the dayI wait... for the nightI wait... for the night[2x]I see the waves passing... by the seaI see the waves passing... by the sea

The hours of the dayThe hours of the dayI wait... for the nightI wait... for the night[2x]I see the stars shouting your name... through the airI see the stars shouting your name... through the air

The hours of the dayThe hours of the dayI close... my eyesI close... my eyes[2x]I go by the fields asking... where are you?I go by the fields asking... where are you?

Where are you?... Where are you?... Where are you?... Where are you?

Reviews90030-19AR Artist: Nelly FurtadoAR Artist: Juanes

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AL Album: un día normalAbout Juanes and album un día normal—from Amazon.com)

Editorial ReviewsAmazon.comColombian singer-songwriter Juanes's second solo album is many things: poetic, lyrical, heartfelt, and intelligent. Ordinary, however, would not be among the list of adjectives. The humble title, Un Dia Normal, is more a description of the album's overall themes. It's a slicker and catchier collection than Juanes's politically minded 2000 album Fijate Bien, which earned seven Latin Grammy nominations and tons of critical attention. Un Dia Normal finds the former member of rock outfit Ekhymosis contemplating an array of inner emotions--primarily life, love, and loss--all anchored by Gustavo Santaolalla's tight, precise production work. "La Unica" is a sweet and tuneful love letter, while "Mala Gente" finds Juanes damning a cruel lover to hell--literally. "A Dios le Pido" is an intoxicating swirl of cumbia, reggae, and folk rhythms, but it's the bittersweet duet "Fotografia" that truly soars. Juanes's unassuming vocal style is the perfect complement to Canadian songbird Nelly Furtado's lilting soprano, creating a shining moment among an already impressive collection of gems. --Joey Guerra

90010-113Another ReviewArtist: Nelly FurtadoAlbum: Whoa Nelly (UK edition)http://www.amazon.com/exec/obidos/tg/detail/-/B00004Z41Q/qid=1085257291/sr=8-1/ref=sr_8_xs_ap_i1_xgl15/102-9146920-3188948?v=glance&s=music&n=507846

Editorial ReviewsAmazon.comBlame it on the bossa nova, but this chick has got soul. By filtering her Portuguese roots through the trip-hop she was weaned on, Nelly Furtado creates a hypnotic form of R&B/alternapop that at times sounds like Fiona Apple, Macy Gray, and Gwen Stefani all rolled into a Portishead song. Cutting her teeth at four Lilith Fair dates before even having a record contract, Furtado seems accelerated far beyond her 21 years. Listen, and you can hear the Portuguese fado tradition, Brazilian beats, flashy urban rhymes--enough snap, crackle, and pop to fill your breakfast bowl. Put your ear closer to the speaker, though, and you can sense that this is the sound of a multicultural young woman finding her own identity through all the pop she's been fed. If you're someone who likes to sing along to soaring vocals or who likes to get hip to a new star before she goes supernova, this is an album to own. --Heidi Sherman Album DescriptionUK edition of the hit 2000 album includes four bonus tracks. 'Oude Estas', 'I Feel You' feat. Esthero, 'My Love Grows Deeper' (Single Version) & the CD-ROM video for the first single, 'I'm Like A Bird'. --This text refers to the Audio CD edition.

Biography of Artist: Example:Biography: 92000n920001 = AR: Nelly Furtado

920001-Bio1Source:

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http://www.sing365.com/music/lyric.nsf/Nelly-Furtado-biography/3498BA0A64523A5148256A08000F9FF8

Nelly Furtado Biography“Me by Me”

I am impressed when music matters, when genres are broken, when spirits are lifted, when people make a difference, and when people are true to themselves. I am impressed by: Leonard Cohen, Antonio Carlos Jobim, Nusrat Fateh Ali Khan, Woodstock, Free Tibet, free shows for tens of thousands, Marvin Gaye, Bob Marley, De La Soul, good films, visual art, Andy Warhol, jazz, improvisational anything, artists who I watch perform and they bring me to tears, Jeff Buckley, going to a rave, writing poetry about the city, tripping out on a good book, traveling to a foreign city and not knowing anybody...the list goes on and on.

I have always been in awe of nature and all things innovative. Although I grew up in Victoria, B.C, a mere suburb of a city, I know what independence is, I know what soul is and I know what God is. I know what it feels like to sing on the top of a mountain as if God is pumping Abraham straight into me from heaven. I was performing in both Portuguese and English by age four, and playing ukulele and trombone through ages nine to eighteen. I played the trombone in a jazz band, concert band and marching band, and sang and danced in musicals.

I've seen lots and grown lots in my short life span. I have been the bully, I have been bullied, been insecure, been precocious, been lost, been found again, been praised, been heralded, been shamed and been alone. I am not sheltered and I have never been, although family is very important to me. I am quite street smart and my pain often fuels my passion, but more often my spirit does. I aspire, like anyone, to do great things with my life. I want to be Jack Kerouac, Mona Lisa, Ghandi and Mother Theresa all at the same time. I want to inspire people but not in a cheap way. There is an artist in me. I see art everywhere I walk. I believe I was born to sing and to create music that emotionally connects. I was born to document the way I see the world and the experiences I've had in it.

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Considering my musical heritage it seems inevitable that I would pursue this musical dream. In S. Miguel, Azores, my late Portuguese grandfather played several instruments. His brother, my great-uncle, was a famed marching band score composer or 'maestro' in his village who today remains somewhat of a legend to the towns people. To this day, even after his death, hundreds of his musical scores remain under lock and key in his basement despite several attempts to confiscate them by local music-lovers. My mother sings in the church choir and my father also enjoys casual singing and has a deep interest in the Portuguese style of music 'fado', or 'fate'. These Portuguese elements and influences are very much a part of what I like to call my 'musical hardrive'.

I received my first tape recorder at age eight - I sang into the microphone and recorded songs myself. I received a keyboard with a built in scratch effect at age eleven. I was writing rhymes at age fourteen but that was a phase which only lasted a couple of months because the hip-hop culture looked so appealing to me then.

I've always been obsessed with new music. I'm nineteen years old so I can't say that my influences are Pink Floyd and Kate Bush, because they aren't. I wasn't even born. I was listening to a haunting Paris sample or a PM Dawn song with a sampled Spandeau Ballet chorus hot off the radio. I was into anything sensational and loud. It was somehow so refreshing to my young ears. Ice T, LL Cool J, Salt n Pepa, Bel Biv Devoe, New Edition, High 5, Jackson 5, Boyz II Men, Mariah Carey, Mary J. Blige, Pharcyde 'passin' me by', Del, Hieroglyphics Crew, TLC , Janet, Word Up Magazine, anything rap and R&B, DJ Quik, Young MC, Diggable planets, Tribe Called Quest or anything I could get my hands on be it a bootleg off the radio or a friend's mix tape. Prince stands vitally, somewhere in the middle.

Anything that was created using a drum machine or a sampler - at ages 14-16 I was there with bells on. The culmination of these listening experiences led to my first studio recording at age 16, belting out full-fledged R&B vocals for a friends Toronto hip-hop group.

New influences came to me as I got older and started listening to my older brother's CD player. I also went to Portugal for a summer vacation and opened up to rock influences like Radiohead, Smashing Pumkins, U2, Pulp, Oasis, and Sarah Maclaughlin. Next came the discovery of Portoisehead, whose style had a significant impact on my writing and production experiences from that point on. Especially intriguing was Beth Gibbons haunting vocal style, which I could mimic to a tee for a good year following. With this wave of influences came Madredeus, Sade, Pedro Abrunhosa, Cornershop, Amalia Rodrigues, Tricky, Prodigy, Bjork, anything Brazilian especially Bossa Nova, Hindu music, and techno in all musical forms, especially drum and bass. Throughout this period I also discovered the greatest hits collections of the Beatles and Simon and Garfunkel. From this point on, the door had been opened up real wide, and it only gets wider each day.

Flashy urban music of the early nineties gave me a love for sampling, technology and hip-hop. It taught me how to be a bold singer, and how to sing with attitude. The later wave of influences taught me passion and meaning. They taught me how to express emotion and melancholy, how to write songs from the heart, develop a personal style and edge to songs and how to develop a signature vocal style.

All of these influences and all of the life experiences I've had that fuel my lyrical content come together to make me, as an artist, urban folk alternative, if that helps any. Through all of

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my recording experiences I have held good songs in a very high place. I believe in the power of words and the mystery of a good melody. What is music until you make it anyway?

Thanks to saiyanguertad@htomail.com for submitting the biography.  Lyrics - Nelly Furtado BiographyWelcome to Nelly Furtado BiographyThe biography is the property of the respective author, artist and labels. Commercial use prohibited. 563gnis is a not-for-profit organization. All advertising proceeds are used to maintain its servers.

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