Workshop Descriptions June 4 & 5, 2021
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ASSIGNMENT and DISSERTATION TIPS (Tagg's Tips)
ASSIGNMENT and DISSERTATION TIPS (Tagg’s Tips) Online version 5 (November 2003) The Table of Contents and Index have been excluded from this online version for three reasons: [1] no index is necessary when text can be searched by clicking the Adobe bin- oculars icon and typing in what you want to find; [2] this document is supplied with direct links to the start of every section and subsection (see Bookmarks tab, screen left); [3] you only need to access one file instead of three. This version does not differ substantially from version 4 (2001): only minor alterations, corrections and updates have been effectuated. Pages are renumbered and cross-refer- ences updated. This version is produced only for US ‘Letter’ size paper. To obtain a decent print-out on A4 paper, please follow the suggestions at http://tagg.org/infoformats.html#PDFPrinting 6 Philip Tagg— Dissertation and Assignment Tips (version 5, November 2003) Introduction (Online version 5, November 2003) Why this booklet? This text was originally written for students at the Institute of Popular Music at the Uni- versity of Liverpool. It has, however, been used by many outside that institution. The aim of this document is to address recurrent problems that many students seem to experience when writing essays and dissertations. Some parts of this text may initially seem quite formal, perhaps even trivial or pedantic. If you get that impression, please remember that communicative writing is not the same as writing down commu- nicative speech. When speaking, you use gesture, posture, facial expression, changes of volume and emphasis, as well as variations in speed of delivery, vocal timbre and inflexion, to com- municate meaning. -
The Meshuggah Quartet
The Meshuggah Quartet Applying Meshuggah's composition techniques to a quartet. Charley Rose jazz saxophone, MA Conservatorium van Amsterdam, 2013 Advisor: Derek Johnson Research coordinator: Walter van de Leur NON-PLAGIARISM STATEMENT I declare 1. that I understand that plagiarism refers to representing somebody else’s words or ideas as one’s own; 2. that apart from properly referenced quotations, the enclosed text and transcriptions are fully my own work and contain no plagiarism; 3. that I have used no other sources or resources than those clearly referenced in my text; 4. that I have not submitted my text previously for any other degree or course. Name: Rose Charley Place: Amsterdam Date: 25/02/2013 Signature: Acknowledgment I would like to thank Derek Johnson for his enriching lessons and all the incredibly precise material he provided to help this project forward. I would like to thank Matis Cudars, Pat Cleaver and Andris Buikis for their talent, their patience and enthusiasm throughout the elaboration of the quartet. Of course I would like to thank the family and particularly my mother and the group of the “Four” for their support. And last but not least, Iwould like to thank Walter van de Leur and the Conservatorium van Amsterdam for accepting this project as a master research and Open Office, open source productivity software suite available on line at http://www.openoffice.org/, with which has been conceived this research. Introduction . 1 1 Objectives and methodology . .2 2 Analysis of the transcriptions . .3 2.1 Complete analysis of Stengah . .3 2.1.1 Riffs . -
Purpose Washington University in St
Purpose Washington University in St. Louis 2017–18 Annual Report $711.8M 25 Research support 2017–18 Nobel laureates associated with the university 4,182 15,396 Total faculty Total enrollment, fall 2017 7,087 undergraduate; 6,962 graduate and professional; 20 1,347 part-time and other Number of top 15 graduate and professional programs U.S. News & World Report, 2017–18 30,463 Class of 2021 applications, first-year students entering fall 2017 18 Rank of undergraduate program 1,778 U.S. News & World Report, 2017–18, National Universities Category Class of 2021 enrollment, first-year students entering fall 2017 138,548 >2,300 Number of alumni addresses on record July 2017 Total acres, including Danforth Campus, Medical Campus, West Campus, North Campus, South Campus, 560 Music Center, Lewis Center, and Tyson Research Center $7.7B Total endowment as of June 30, 2018 22 Number of Danforth Campus buildings on the National 16,428 Register of Historic Places Total employees $248M Amount university provided in undergraduate $3.5B and graduate scholarship support in 2017-18 Total operating revenues as of June 30, 2018 4,638 All degrees awarded 2017–18 TABLE OF CONTENTS 2 Letter from the Chair and Chancellor 18 Purpose 38 Financial Highlights 4 Leading Together 34 Year in Review 4 | Purpose LETTER FROM THE CHAIR AND THE CHANCELLOR Mark S. Wrighton, Chancellor, and Craig D. Schnuck, Chair, Board of Trustees The campaign has laid On June 30, 2018, we marked the conclusion of Leading Together: The Campaign for the foundation for a Washington University, the most successful fundraising initiative in our history. -
Class Piano Handbook
CLASS PIANO HANDBOOK THE UNIVERSITY OF TENNESSEE, KNOXVILLE COLLEGE OF ARTS & SCIENCES SCHOOL OF MUSIC DR. EUNSUK JUNG LECTURER OF PIANO COORDINATOR OF CLASS PIANO TABLE OF CONTENTS GENERAL INFORMATION 3 CONTACT INFORMATION 4 COURSE OBJECTIVES CLASS PIANO I & II 5 CLASS PIANO III & IV 6 ACTIVITIES AND SKILLS INCLUDED IN CLASS PIANO 7 PIANO LAB POLICIES 8 GUIDELINES FOR EFFECTIVE PRACTICE 9 TESTING OUT OF CLASS PIANO 11 KEYBOARD PROFICIENCY TEST REQUIREMENTS CLASS PIANO I (MUKB 110) 12 CLASS PIANO II (MUKB 120) 13 CLASS PIANO III (MUKB 210) 14 CLASS PIANO IV (MUKB 220) 15 FAQs 16 UTK CLASS PIANO HANDBOOK | 2 GENERAL INFORMATION Class Piano is a four-semester course program designed to help undergraduate non- keyboard music majors to develop the following functional skills for keyboard: technique (scales, arpeggios, & chord progressions), sight-reading, harmonization, transposition, improvisation, solo & ensemble playing, accompaniment, and score reading (choral & instrumental). UTK offers four levels of Class Piano in eight different sections. Each class meets twice a week for 50 minutes and is worth one credit hour. REQUIRED COURSES FOR MAJORS Music Education with Instrumental MUKB 110 & 120 Emphasis (Class Piano I & II) Music Performance, Theory/Composition, MUKB 110, 120, 210, & 220 Music Education with Vocal Emphasis (Class Piano I, II, III, & IV) CLASS PIANO PROFICIENCY EXAM Proficiency in Keyboard skills is usually acquired in the four-semester series of Class Piano (MUKB 110, 120, 210, & 220). To receive credit for Class Piano, students must register for, take, and pass each class. Students who are enrolled in Class Piano will be prepared to meet the proficiency requirement throughout the course of study. -
Magpick: an Augmented Guitar Pick for Nuanced Control
Magpick: an Augmented Guitar Pick for Nuanced Control Fabio Morreale Andrea Guidi Andrew McPherson Creative Arts and Industries Centre For Digital Music Centre For Digital Music University of Auckland, Queen Mary University of Queen Mary University of New Zealand London, UK London, UK [email protected] [email protected] [email protected] ABSTRACT This paper introduces the Magpick, an augmented pick for electric guitar that uses electromagnetic induction to sense the motion of the pick with respect to the permanent mag- nets in the guitar pickup. The Magpick provides the gui- tarist with nuanced control of the sound that coexists with traditional plucking-hand technique. The paper presents three ways that the signal from the pick can modulate the guitar sound, followed by a case study of its use in which 11 guitarists tested the Magpick for five days and composed a piece with it. Reflecting on their comments and experi- Figure 1: The Magpick is composed of two parts: a ences, we outline the innovative features of this technology hollow body (black) and a cap (brass). from the point of view of performance practice. In partic- ular, compared to other augmentations, the high tempo- ral resolution, low latency, and large dynamic range of the The challenge is to find ways to sense the movement of Magpick support a highly nuanced control over the sound. the pick with respect to the guitar with high resolution, Our discussion highlights the utility of having the locus of high dynamic range, and low latency, then use the resulting augmentation coincide with the locus of interaction. -
Braids of Song Gwead Y Gân
Braids of Song Gwead y Gân by Mari Morgan BMus (Hons), MA. Supervised by: Professor Menna Elfyn and Dr Jeni Williams Submitted in partial fulfilment for the award of the degree of Doctor of Philosophy in Creative Writing University of Wales Trinity Saint David 2019 Er cof am fy nhad, Y Parchedig E D Morgan a ddiogelodd drysor. In memory of my father, the Reverend E D Morgan who preserved a treasure. iii ACKNOWLEDGEMENTS With grateful thanks for the generous support of: North America Wales Foundation (Dr Philip Davies and Hefina Phillips) Welsh Women’s Clubs of America (Barbara Crysler) Welsh Society of Philadelphia (Jack R. Williams, Jr.) Diolch o galon: for the experience and guidance of my supervisors, Professor Menna Elfyn and Dr Jeni Williams, for the friendship and encouragement of Karen Rice, for my siblings always, Nest ac Arwel, for the love and steadfast support of Lisa E Hopkins, and for the unconditional love of my mother, Thelma Morgan. Diolch am fod yn gefn. iv Abstract The desire to recognise the richness, humanity, and cross fertilisation of cultures and identities that built today’s America is the starting point for Braids of Song. Its overarching concerns trace the interrelation between immigration, identity and creativity within a Welsh Trans-Atlantic context. Braids of Song is a mixed-genre collection of stories that acknowledges the preciousness of culture; in particular, the music, which is both able to cross different linguistic boundaries and to breach those between melody and language itself. The stories are shared through four intertwined narrative strands in a mixture of literary styles, ranging from creative non-fiction essays and poems to dramatic monologues. -
Picking Mechanics for Blues Guitar
Picking Mechanics For Blues Guitar Antony Reynaert www.BestBluesGuitarLessonsOnline.com Contents Introduction I. Downstrokes Only . 5 A. When To Use B. Example C. Famous Players Using This Technique II. Alternate Picking . 6 A. When To Use B. Example C. Famous Players Using This Technique III. Economy Picking . .7 A. Why Use Economy Picking? B. Example C. Famous Players Using This Technique IV. Legato Technique . 8 A. When To Use B. Example C. Famous Players Using This Technique V. Sweep Picking . 9 A. When To Use B. Example C. Famous Players Using This Technique VI. Important Considerations . .. 10 copyright (c) Guitar Mastery Solutions Introduction: How To Free The Music Inside Of You By Overcoming Your Guitar Technique Limitations As a blues guitarist you want to express your feelings through your guitar. Before you can free the music in yourself, you need to clear the roadblock that is holding you back from expressing the music freely. Many guitar students struggle with their freedom of expression when playing blues solos, mainly because they believe that ‘blues is an easy style’ and because of this they never focus on blues guitar technique. This mistake causes the student to only get partial results when improvising and lays also at the root of why many struggle to play blues guitar solos effortless. How To Take Your Mind Of Guitar Technique Guitar technique should be practiced in order to take your mind of technique. Once you focused on the right exercises then you will find yourself in a place where you don’t have to actively think about technique anymore (even when playing the most challenging passages, licks, riffs or solos). -
3 Love Is a Fallacy
#3 Love is a Fallacy By Max Shulman Cool was I and logical. Keen, calculating, perspicacious, acute, and astute--I was all of these. My brain was as powerful as a dynamo, as precise as a chemist's scales, as penetrating as a scalpel. And--think of it!--I was only eighteen. It is not often that one so young has such a giant intellect. Take, for example, Petey Bellows, my roommate at the university. Same age, same background, but dumb as an ok. A nice enough fellow, you understand, but nothing upstairs. Emotional type. Unstable. Impressionable. Worst of all, a faddist. Fads, I submit, are the very negation of reason. To be swept up in every new craze that comes along, to surrender yourself to idiocy just because everybody else is doing it--this, to me, is the acme of mindlessness. Not, however, to Petey. One afternoon I found Petey lying on his bed with an expression of such distress on his face that I immediately diagnosed appendicitis. "Don't move," I said. "Don't take a laxative. I'll get a doctor." "Raccoon," he mumbled thickly. "Raccoon?" I said, pausing in my flight. "I want a raccoon coat," he wailed. I perceived that his trouble was not physical, but mental. "Why do you want a raccoon coat?" "I should have known it," he cried, pounding his temples. "I should have known they'd come back when the Charleston came back. Like a fool I spent all my money for textbooks, and now I can't get a raccoon coat." "Can you mean," I said incredulously, "that people are actually wearing raccoon coats again?" "All the Big Men on Campus are wearing them. -
PUA Green Book
Notes for PUA Songbook Two This song book is intended for the purpose of community singing at the ukulele association song circles and not for financial gain. The chord chart on the inside cover is complements of Ralph Shaw, http://www.ralphshaw.ca/ Things to help you get around the song sheets: The songs are in alphabetical order except when there is a two page song. The two- page songs were moved so they could be seen at the same time when the book is open flat. There is a table of contents to point you to the right page for a song. S.N. stands for Starting Note - the 1st note of the melody. It is at the top of each song along with the time signature and other information. N.C. stands for NO CHORD. Don’t play chords during the lyric section with this abbreviation over the phrase. “Ritard.” Ritardando —slowing down (abbreviation: rit. or ritard.) This symbol is used at the end of a number of songs and usually means: give each bar or word of the phrase designated twice the normal length – 4 beats, vs. 2. Used as an ending to some songs. A Coda is a symbol used to show the concluding passage of a piece or movement, it is used as a directional sign on a few pages. Repeat Symbols: ||: :|| Anything between these two symbols are repeated – usually at the end of a song – to indicate that we repeat the last line on or more times to end the song. Many songs have had chords simplified so that inexperienced players can join in more easily. -
Old Time Banjo
|--Compilations | |--Banjer Days | | |--01 Rippling Waters | | |--02 Johnny Don't Get Drunk | | |--03 Hand Me down My Old Suitcase | | |--04 Moonshiner | | |--05 Pass Around the Bottle | | |--06 Florida Blues | | |--07 Cuckoo | | |--08 Dixie Darling | | |--09 I Need a Prayer of Those I Love | | |--10 Waiting for the Robert E Lee | | |--11 Dead March | | |--12 Shady Grove | | |--13 Stay Out of Town | | |--14 I've Been Here a Long Long Time | | |--15 Rolling in My Sweet Baby's Arms | | |--16 Walking in the Parlour | | |--17 Rye Whiskey | | |--18 Little Stream of Whiskey (the dying Hobo) | | |--19 Old Joe Clark | | |--20 Sourwood Mountain | | |--21 Bonnie Blue Eyes | | |--22 Bonnie Prince Charlie | | |--23 Snake Chapman's Tune | | |--24 Rock Andy | | |--25 I'll go Home to My Honey | | `--banjer days | |--Banjo Babes | | |--Banjo Babes 1 | | | |--01 Little Orchid | | | |--02 When I Go To West Virginia | | | |--03 Precious Days | | | |--04 Georgia Buck | | | |--05 Boatman | | | |--06 Rappin Shady Grove | | | |--07 See That My Grave Is Kept Clean | | | |--08 Willie Moore | | | |--09 Greasy Coat | | | |--10 I Love My Honey | | | |--11 High On A Mountain | | | |--12 Maggie May | | | `--13 Banjo Jokes Over Pickin Chicken | | |--Banjo Babes 2 | | | |--01 Hammer Down Girlfriend | | | |--02 Goin' 'Round This World | | | |--03 Down to the Door:Lost Girl | | | |--04 Time to Swim | | | |--05 Chilly Winds | | | |--06 My Drug | | | |--07 Ill Get It Myself | | | |--08 Birdie on the Wire | | | |--09 Trouble on My Mind | | | |--10 Memories of Rain | | | |--12 -
Music in Theory and Practice
CHAPTER 4 Chords Harmony Primary Triads Roman Numerals TOPICS Chord Triad Position Simple Position Triad Root Position Third Inversion Tertian First Inversion Realization Root Second Inversion Macro Analysis Major Triad Seventh Chords Circle Progression Minor Triad Organum Leading-Tone Progression Diminished Triad Figured Bass Lead Sheet or Fake Sheet Augmented Triad IMPORTANT In the previous chapter, pairs of pitches were assigned specifi c names for identifi cation CONCEPTS purposes. The phenomenon of tones sounding simultaneously frequently includes group- ings of three, four, or more pitches. As with intervals, identifi cation names are assigned to larger tone groupings with specifi c symbols. Harmony is the musical result of tones sounding together. Whereas melody implies the Harmony linear or horizontal aspect of music, harmony refers to the vertical dimension of music. A chord is a harmonic unit with at least three different tones sounding simultaneously. Chord The term includes all possible such sonorities. Figure 4.1 #w w w w w bw & w w w bww w ww w w w w w w w‹ Strictly speaking, a triad is any three-tone chord. However, since western European music Triad of the seventeenth through the nineteenth centuries is tertian (chords containing a super- position of harmonic thirds), the term has come to be limited to a three-note chord built in superposed thirds. The term root refers to the note on which a triad is built. “C major triad” refers to a major Triad Root triad whose root is C. The root is the pitch from which a triad is generated. 73 3711_ben01877_Ch04pp73-94.indd 73 4/10/08 3:58:19 PM Four types of triads are in common use. -
Meet Me in the Land of Hope and Dreams Influences of the Protest Song Tradition on the Recent Work of Bruce Springsteen (1995-2012)
Ghent University Faculty of Arts and Philosophy Meet me in the Land of Hope and Dreams Influences of the protest song tradition on the recent work of Bruce Springsteen (1995-2012) Supervisor: Paper submitted in partial Dr. Debora Van Durme fulfilment of the requirements for the degree of “Master in de Taal- en Letterkunde: Nederlands- Engels” by Michiel Vaernewyck May 2014 Word of thanks The completion of this master dissertation would not have been possible without the help of several people that have accompanied me on this road. First of all, thank you to my loving parents for their support throughout the years. While my father encouraged me to listen to an obscure, dusty vinyl record called The River, he as well as my mother taught me the love for literature and music. Thanks for encouraging me to express myself through writing and my own music, which is a gift that money just cannot buy. Secondly, thanks to my great friends of the past few years at Ghent University, although they frequently – but not unfairly – questioned my profound passion for Bruce Springsteen. Also, thank you to my supervisor dr. Debora Van Durme who provided detailed and useful feedback to this dissertation and who had the faith to endorse this thesis topic. I hope faith will be rewarded. Last but not least, I want to thank everyone who proofread sections of this paper and I hope that they will also be inspired by what words and music can do. As always, much love to Helena, number one Croatian Bruce fan. Thanks to Phantom Dan and the Big Man, for inspiring me over and over again.