SMC paper based on data from the first Norwegian Championship of Standstill

We have been carrying out three editions of the Norwegian Championship of Standstill over the years, but it is first with the new resources in the MICRO project that we have finally been able to properly analyze all the data. The first publication coming out of the (growing) data set was published at SMC this year:

Reference: Jensenius, Alexander Refsum; Zelechowska, Agata & Gonzalez Sanchez, Victor Evaristo (2017). The Musical Influence on People’s Micromotion when Standing Still in Groups, In Tapio Lokki; Jukka Pa?tynen & Vesa Va?lima?ki (ed.),  Proceedings of the 14th Sound and Music Computing Conference 2017.

Full text: PDF

Abstract: The paper presents results from an experiment in which 91 subjects stood still on the floor for 6 minutes, with the first 3 minutes in silence, followed by 3 minutes with mu- sic. The head motion of the subjects was captured using an infra-red optical system. The results show that the average quantity of motion of standstill is 6.5 mm/s, and that the subjects moved more when listening to music (6.6 mm/s) than when standing still in silence (6.3 mm/s). This result confirms the belief that music induces motion, even when people try to stand still.

We are also happy to announce that the dataset is freely available here.


New publication: Sonic Microinteraction in “the Air”

I am happy to announce a new book chapter based on the artistic-scientific research in the Sverm and MICRO projects.

Citation: Jensenius, A. R. (2017). Sonic Microinteraction in “the Air.” In M. Lesaffre, P.-J. Maes, & M. Leman (Eds.), The Routledge Companion to Embodied Music Interaction (pp. 431–439). New York: Routledge.
Abstract: This chapter looks at some of the principles involved in developing conceptual methods and technological systems concerning sonic microinteraction, a type of interaction with sounds that is generated by bodily motion at a very small scale. I focus on the conceptualization of interactive systems that can exploit the smallest possible micromotion that people are able to both perceive and produce. It is also important that the interaction that is taking place allow for a recursive element via a feedback loop from the sound produced back to the performer producing it.

Music Moves on YouTube

We have been running our free online course Music Moves a couple of times on the FutureLearn platform. The course consists of a number of videos, as well as articles, quizzes, etc., all of which help create a great learning experience for the people that take part.

One great thing about the FutureLearn model (similar to Coursera, etc.) is that they focus on creating a complete course. There are many benefits to such a model, not least to create a virtual student group that interact in a somewhat similar way to campus students. The downside to this, of course, is that the material is not accessible to others when the course is not running.

We spent a lot of time and effort on making all the material for Music Moves, and we see that some of it could also be useful in other contexts. This semester, for example, I am teaching a course called Interactive Music, in which some of the videos on motion capture would be very relevant for  the students.

For that reason we have now decided to upload all the Music Moves videos to YouTube, so that everyone can access them. We still encourage interested people to enroll in the complete course, though. The next run on FutureLearn is scheduled to start in September.

New MOOC: Music Moves

Together with several colleagues, and with great practical and economic support from the University of Oslo, I am happy to announce that we will soon kick off our first free online course (a so-called MOOC) called Music Moves.

Music Moves: Why Does Music Make You Move?

Learn about the psychology of music and movement, and how researchers study music-related movements, with this free online course.

Go to course – starts 1 Feb

About the course

Music is movement. A bold statement, but one that we will explore together in this free online course. Together we will study music through different types of body movement. This includes everything from the sound-producing keyboard actions of a pianist to the energetic dance moves in a club.

You will learn about the theoretical foundations for what we call embodied music cognition and why body movement is crucial for how we experience the emotional moods in music. We will also explore different research methods used at universities and conservatories. These include advanced motion capture systems and sound analysis methods.

You will be guided by a group of music researchers from the University of Oslo, with musical examples from four professional musicians. The course is rich in high-quality text, images, video, audio and interactive elements.

Join us to learn more about terms such as entrainment and musical metaphors, and why it is difficult to sit still when you experience a good groove.

  • FREE online course
  • 3 hours pw
  • Certificates available


Alexander Refsum Jensenius Alexander Refsum Jensenius

Diana Kayser (Mentor) Diana Kayser (Mentor)

Hans T. Zeiner-Henriksen Hans T. Zeiner-Henriksen

Kristian Nymoen Kristian Nymoen


This course is open to everyone. No technical knowledge of music or dance is required.

Get a personalised, digital and printed certificate

You can buy a Statement of Participation for this course — a personalised certificate in both digital and printed formats — to show that you’ve taken part.

Join the conversation on social media

Use the hashtag #FLmusicmoves to join and contribute to social media conversations about this course.

Go to course – starts 1 Feb

New publication: An Action-Sound Approach to Teaching Interactive Music

action-sound-os2013My paper titled An action–sound approach to teaching interactive music has recently been published by Organised Sound. The paper is based on some of the theoretical ideas on action-sound couplings developed in my PhD, combined with how I designed the course Interactive Music based on such an approach to music technology.

The conceptual starting point for an `action-sound approach’ to teaching music technology is the acknowledgment of the couplings that exist in acoustic instruments between sounding objects, sound-producing actions and the resultant sounds themselves. Digital music technologies, on the other hand, are not limited to such natural couplings, but allow for arbitrary new relationships to be created between objects, actions and sounds. The endless possibilities of such virtual action-sound relationships can be exciting and creatively inspiring, but they can also lead to frustration among performers and confusion for audiences. This paper presents the theoretical foundations for an action-sound approach to electronic instrument design and discusses the ways in which this approach has shaped the undergraduate course titled `Interactive Music’ at the University of Oslo. In this course, students start out by exploring various types of acoustic action-sound couplings before moving on to designing, building, performing and evaluating both analogue and digital electronic instruments from an action-sound perspective.

Jensenius, A. R. (2013). An action–sound approach to teaching interactive music. Organised Sound, 18(2):178–189.


 Author = {Jensenius, Alexander Refsum},
 Journal = {Organised Sound},
 Number = {2},
 Pages = {178--189},
 Title = {An Action--Sound Approach to Teaching Interactive Music},
 Volume = {18},
 Year = {2013}}