Neelesh Ramachandran | Searcharxiv

arXiv2024

Subtractive Training for Music Stem Insertion using Latent Diffusion Models

We present Subtractive Training, a simple and novel method for synthesizing individual musical instrument stems given other instruments as context. This method pairs a dataset of complete music mixes with 1) a variant of the dataset lacking a specific stem, and 2) LLM-generated instructions describing how the missing stem should be reintroduced. We then fine-tune a pretrained text-to-audio diffusion model to generate the missing instrument stem, guided by both the existing stems and the text instruction. Our results demonstrate Subtractive Training's efficacy in creating authentic drum stems that seamlessly blend with the existing tracks. We also show that we can use the text instruction to control the generation of the inserted stem in terms of rhythm, dynamics, and genre, allowing us to modify the style of a single instrument in a full song while keeping the remaining instruments the same. Lastly, we extend this technique to MIDI formats, successfully generating compatible bass, drum, and guitar parts for incomplete arrangements.

cs.SD↗

arXiv2023

Inclusive Study Group Formation At Scale

Underrepresented students face many significant challenges in their education. In particular, they often have a harder time than their peers from majority groups in building long-term high-quality study groups. This challenge is exacerbated in remote-learning scenarios, where students are unable to meet face-to-face and must rely on pre-existing networks for social support. We present a scalable system that removes structural obstacles faced by underrepresented students and supports all students in building inclusive and flexible study groups. One of our main goals is to make the traditionally informal and unstructured process of finding study groups for homework more equitable by providing a uniform but lightweight structure. We aim to provide students from underrepresented groups an experience that is similar in quality to that of students from majority groups. Our process is unique in that it allows students the opportunity to request group reassignments during the semester if they wish. Unlike other collaboration tools our system is not mandatory and does not use peer-evaluation. We trialed our approach in a 1000+ student introductory Engineering and Computer Science course that was conducted entirely online during the COVID-19 pandemic. We find that students from underrepresented backgrounds were more likely to ask for group-matching support compared to students from majority groups. At the same time, underrepresented students that we matched into study groups had group experiences that were comparable to students we matched from majority groups. B-range students in high-comfort and high-quality groups had improved learning outcomes.

cs.CY↗