Garritan World Instruments Including the ARIA™ Player
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The KNIGHT REVISION of HORNBOSTEL-SACHS: a New Look at Musical Instrument Classification
The KNIGHT REVISION of HORNBOSTEL-SACHS: a new look at musical instrument classification by Roderic C. Knight, Professor of Ethnomusicology Oberlin College Conservatory of Music, © 2015, Rev. 2017 Introduction The year 2015 marks the beginning of the second century for Hornbostel-Sachs, the venerable classification system for musical instruments, created by Erich M. von Hornbostel and Curt Sachs as Systematik der Musikinstrumente in 1914. In addition to pursuing their own interest in the subject, the authors were answering a need for museum scientists and musicologists to accurately identify musical instruments that were being brought to museums from around the globe. As a guiding principle for their classification, they focused on the mechanism by which an instrument sets the air in motion. The idea was not new. The Indian sage Bharata, working nearly 2000 years earlier, in compiling the knowledge of his era on dance, drama and music in the treatise Natyashastra, (ca. 200 C.E.) grouped musical instruments into four great classes, or vadya, based on this very idea: sushira, instruments you blow into; tata, instruments with strings to set the air in motion; avanaddha, instruments with membranes (i.e. drums), and ghana, instruments, usually of metal, that you strike. (This itemization and Bharata’s further discussion of the instruments is in Chapter 28 of the Natyashastra, first translated into English in 1961 by Manomohan Ghosh (Calcutta: The Asiatic Society, v.2). The immediate predecessor of the Systematik was a catalog for a newly-acquired collection at the Royal Conservatory of Music in Brussels. The collection included a large number of instruments from India, and the curator, Victor-Charles Mahillon, familiar with the Indian four-part system, decided to apply it in preparing his catalog, published in 1880 (this is best documented by Nazir Jairazbhoy in Selected Reports in Ethnomusicology – see 1990 in the timeline below). -
©Studentsavvy Music Around the World Unit I Thank You For
©studentsavvy Music Around the World Unit I thank you for StudentSavvy © 2016 downloading! Thank you for downloading StudentSavvy’s Music Around the World Unit! If you have any questions regarding this product, please email me at [email protected] Be sure to stay updated and follow for the latest freebies and giveaways! studentsavvyontpt.blogspot.com www.facebook.com/studentsavvy www.pinterest.com/studentsavvy wwww.teacherspayteachers.com/store/studentsavvy clipart by EduClips and IROM BOOK http://www.hm.h555.net/~irom/musical_instruments/ Don’t have a QR Code Reader? That’s okay! Here are the URL links to all the video clips in the unit! Music of Spain: https://www.youtube.com/watch?v=_7C8MdtnIHg Music of Japan: https://www.youtube.com/watch?v=5OA8HFUNfIk Music of Africa: https://www.youtube.com/watch?v=4g19eRur0v0 Music of Italy: https://www.youtube.com/watch?v=U3FOjDnNPHw Music of India: https://www.youtube.com/watch?v=qQ2Yr14Y2e0 Music of Russia: https://www.youtube.com/watch?v=EEiujug_Zcs Music of France: https://www.youtube.com/watch?v=Ge46oJju-JE Music of Brazil: https://www.youtube.com/watch?v=jQLvGghaDbE ©StudentSavvy2016 Don’t leave out these countries in your music study! Click here to study the music of Mexico, China, the Netherlands, Germany, Australia, USA, Hawaii, and the U.K. You may also enjoy these related resources: Music Around the WorLd Table Of Contents Overview of Musical Instrument Categories…………………6 Music of Japan – Read and Learn……………………………………7 Music of Japan – What I learned – Recall.……………………..8 Explore -
Electrophonic Musical Instruments
G10H CPC COOPERATIVE PATENT CLASSIFICATION G PHYSICS (NOTES omitted) INSTRUMENTS G10 MUSICAL INSTRUMENTS; ACOUSTICS (NOTES omitted) G10H ELECTROPHONIC MUSICAL INSTRUMENTS (electronic circuits in general H03) NOTE This subclass covers musical instruments in which individual notes are constituted as electric oscillations under the control of a performer and the oscillations are converted to sound-vibrations by a loud-speaker or equivalent instrument. WARNING In this subclass non-limiting references (in the sense of paragraph 39 of the Guide to the IPC) may still be displayed in the scheme. 1/00 Details of electrophonic musical instruments 1/053 . during execution only {(voice controlled (keyboards applicable also to other musical instruments G10H 5/005)} instruments G10B, G10C; arrangements for producing 1/0535 . {by switches incorporating a mechanical a reverberation or echo sound G10K 15/08) vibrator, the envelope of the mechanical 1/0008 . {Associated control or indicating means (teaching vibration being used as modulating signal} of music per se G09B 15/00)} 1/055 . by switches with variable impedance 1/0016 . {Means for indicating which keys, frets or strings elements are to be actuated, e.g. using lights or leds} 1/0551 . {using variable capacitors} 1/0025 . {Automatic or semi-automatic music 1/0553 . {using optical or light-responsive means} composition, e.g. producing random music, 1/0555 . {using magnetic or electromagnetic applying rules from music theory or modifying a means} musical piece (automatically producing a series of 1/0556 . {using piezo-electric means} tones G10H 1/26)} 1/0558 . {using variable resistors} 1/0033 . {Recording/reproducing or transmission of 1/057 . by envelope-forming circuits music for electrophonic musical instruments (of 1/0575 . -
Physics 1240: Sound and Music
Physics 1240: Sound and Music Today (7/25/19): Vibrating Air Columns, Organs Next time: Woodwinds, Brass Instruments Student performance: flute Review Types of Instruments (Hornbostel–Sachs classification) • Chordophones: vibrating strings • Aerophones: vibrating columns of air • Idiophones: vibrating the whole instrument • Membranophones: vibrating membrane/skin • Electrophones: vibrating loudspeaker Review Chordophones • Zithers • Lutes = • Harps / 2 • How to create waves: initial displacement, velocity, or both BA Clicker Question 12.1 If you pluck a string at its halfway point, which of the first five harmonics will be present? A) 1, 3, 4, 5 B) 1, 3, 5 C) 1 D) 2, 4 E) 1, 2, 3, 4, 5 BA Clicker Question 12.1 If you pluck a string at its halfway point, which of the first five harmonics will be present? A) 1, 3, 4, 5 1st B) 1, 3, 5 2nd C) 1 D) 2, 4 3rd E) 1, 2, 3, 4, 5 4th 5th BA Clicker Question 12.2 If the string on a grand piano for the note that plays middle C is 4 feet long, how long would the string for the lowest C (three octaves down) need to be if no changes are made to the string’s tension or gauge? A) 0.5 ft B) 4 ft C) 8 ft D) 16 ft E) 32 ft BA Clicker Question 12.2 If the string on a grand piano for the note that plays middle C is 4 feet long, how long would the string for the lowest C (three octaves down) need to be if no changes are made to the string’s tension or gauge? A) 0.5 ft B) 4 ft C) 8 ft = / D) 16 ft If goes down three octaves (decreases by a E) 32 ft 2 factor of 23=8), must increase by a factor of 8 -
University of Oklahoma Graduate College
UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE JAVANESE WAYANG KULIT PERFORMED IN THE CLASSIC PALACE STYLE: AN ANALYSIS OF RAMA’S CROWN AS TOLD BY KI PURBO ASMORO A THESIS SUBMITTED TO THE GRADUATE FACULTY in partial fulfillment of the requirements for the Degree of MASTER OF MUSIC By GUAN YU, LAM Norman, Oklahoma 2016 JAVANESE WAYANG KULIT PERFORMED IN THE CLASSIC PALACE STYLE: AN ANALYSIS OF RAMA’S CROWN AS TOLD BY KI PURBO ASMORO A THESIS APPROVED FOR THE SCHOOL OF MUSIC BY ______________________________ Dr. Paula Conlon, Chair ______________________________ Dr. Eugene Enrico ______________________________ Dr. Marvin Lamb © Copyright by GUAN YU, LAM 2016 All Rights Reserved. Acknowledgements I would like to take this opportunity to thank the members of my committee: Dr. Paula Conlon, Dr. Eugene Enrico, and Dr. Marvin Lamb for their guidance and suggestions in the preparation of this thesis. I would especially like to thank Dr. Paula Conlon, who served as chair of the committee, for the many hours of reading, editing, and encouragement. I would also like to thank Wong Fei Yang, Thow Xin Wei, and Agustinus Handi for selflessly sharing their knowledge and helping to guide me as I prepared this thesis. Finally, I would like to thank my family and friends for their continued support throughout this process. iv Table of Contents Acknowledgements ......................................................................................................... iv List of Figures ............................................................................................................... -
African Drumming in Drum Circles by Robert J
African Drumming in Drum Circles By Robert J. Damm Although there is a clear distinction between African drum ensembles that learn a repertoire of traditional dance rhythms of West Africa and a drum circle that plays primarily freestyle, in-the-moment music, there are times when it might be valuable to share African drumming concepts in a drum circle. In his 2011 Percussive Notes article “Interactive Drumming: Using the power of rhythm to unite and inspire,” Kalani defined drum circles, drum ensembles, and drum classes. Drum circles are “improvisational experiences, aimed at having fun in an inclusive setting. They don’t require of the participants any specific musical knowledge or skills, and the music is co-created in the moment. The main idea is that anyone is free to join and express himself or herself in any way that positively contributes to the music.” By contrast, drum classes are “a means to learn musical skills. The goal is to develop one’s drumming skills in order to enhance one’s enjoyment and appreciation of music. Students often start with classes and then move on to join ensembles, thereby further developing their skills.” Drum ensembles are “often organized around specific musical genres, such as contemporary or folkloric music of a specific culture” (Kalani, p. 72). Robert Damm: It may be beneficial for a drum circle facilitator to introduce elements of African music for the sake of enhancing the musical skills, cultural knowledge, and social experience of the participants. PERCUSSIVE NOTES 8 JULY 2017 PERCUSSIVE NOTES 9 JULY 2017 cknowledging these distinctions, it may be beneficial for a drum circle facilitator to introduce elements of African music (culturally specific rhythms, processes, and concepts) for the sake of enhancing the musi- cal skills, cultural knowledge, and social experience Aof the participants in a drum circle. -
Size-Frequency Relation and Tonal System in a Set of Ancient Chinese Bells: Piao-Shi Bianzhong
J. Acoust.Soc. Jpn. (E)10, 5 (1989) Size-frequency relation and tonal system in a set of ancient Chinese bells: Piao-shi bianzhong Junji Takahashi MusicResearch Institute, Osaka College of Music, Meishin-guchi1-4-1, Toyonaka, Osaka, 561 Japan (Received5 April 1989) Resonancefrequencies and tonalsystem are investigatedon a setof ancientChinese bells named"Piao-shi bianzhong." According to the measurementof 12 bellspreserved in Kyoto,it is foundthat a simplerelation between frequency and sizeholds well. The relationtells frequency of a bellinversely proportional to squareof its linearmeasure. It is reasonableto concludethat the set wascast for a heptatonicscale which is very similarto F# majorin our days. Precedingstudies in historyand archaeologyon Piao- shi bellsare also shortlyreviewed. PACSnumber: 43. 75.Kk •Ò•à) in Kyoto. In ƒÌ ƒÌ 2 and 3, historical and 1. INTRODUCTION archaeological studies on the set will be reviewed. In China from 1100 B.C. or older times (Zhou In ƒÌ 6, musical intervals of the set will be examined and it will be discussed for what tonal system the period), bronze bells named "zhong" (•à) of special shape with almond-like cross section and downward bells were cast. mouth had been cast and played in ritual orchestra. 2. SHORT REVIEW ON After the excavation of a set of 64 zhong bells in 1978 PIAO—SHI BIANZHONG from the tomb or Marquis Yi of Zeng (˜ðŒò‰³), vigorous investigations have been concentrated upon In about 1928, many bronze wares including some zhong bells from many fields of researches as ar- zhong bells were excavated from tombs of Jincun chaeology, history, musicology, and, acoustics. -
NEW TOOLS for China's Counterfeit Crackdown HOUNDING OUT
GENEVA – FEBRUARY 2008 Special Edition for the Fourth Global Congress on Counterfeiting and Piracy 6 NEW TOOLS For China’s Counterfeit Crackdown 16 TALKING COPYRIGHT From Rags to Reggae 25 HOUNDING OUT PIRACY WIPO PUBLICATIONS The Enforcement of Intellectual Property Rights: A Case Book By LTC Harms, published in 2005 English No. 791E 70 Swiss francs (plus shipping and handling) An analysis of selected court decisions drawn from countries with a common law tradition. The case book illustrates different areas of IP law, focusing on matters that typically arise in connection with civil and criminal proceedings involving IP rights. L’Application des droits de propriété intellectuelle: Recueil de jurisprudence By M-F Marais, T Lachacinski French No. 626F 65 Swiss francs (plus shipping and handling) This new case book analyses IP-related court decisions in France and other countries with a civil law tradition. A valuable guide to the enforcement of IP rights for judges, lawyers and other practitioners from French-speaking developing countries. The WIPO Guide to Intellectual Property Outreach Published in 2007 English No. 1002E Free of charge The Guide offers a structure for planning IP-related awareness raising campaigns, including anti-piracy and counterfeiting campaigns. Learn from the Past, Create the Future: the Arts and Copyright Published in 2007 English No. 935E Free of charge Equipping young people with a sound knowledge and understanding of IP is critical to developing a positive IP culture for future generations. This is the second in WIPO’s series of classroom books for ages 8 – 14. Purchase publications online: www.wipo.int/ebookshop Download free information products: www.wipo.int/publications/ The above publications may also be obtained from WIPO’s Design, Marketing, and Distribution Section: 34, chemin des Colombettes, P.O. -
Journal of Arts & Humanities
Journal of Arts & Humanities Volume 07, Issue 11, 2018: 58-67 Article Received: 06-09-2018 Accepted: 02-10-2018 Available Online: 23-11-2018 ISSN: 2167-9045 (Print), 2167-9053 (Online) DOI: http://dx.doi.org/10.18533/journal.v7i10.1491 Pioneering a Pop Musical Idiom: Fifty Years of the Benga Lyrics 1 in Kenya Joseph Muleka2 ABSTRACT Since the fifties, Kenya and Democratic Republic of Congo (DRC) have exchanged cultural practices, particularly music and dance styles and dress fashions. This has mainly been through the artistes who have been crisscrossing between the two countries. So, when the Benga musical style developed in the sixties hitting the roof in the seventies and the eighties, contestations began over whether its source was Kenya or DRC. Indeed, it often happens that after a musical style is established in a primary source, it finds accommodation in other secondary places, which may compete with the originators in appropriating the style, sometimes even becoming more committed to it than the actual primary originators. This then begins to raise debates on the actual origin and/or ownership of the form. In situations where music artistes keep shuttling between the countries or regions like the Kenya and DRC case, the actual origin and/or ownership of a given musical practice can be quite blurred. This is perhaps what could be said about the Benga musical style. This paper attempts to trace the origins of the Benga music to the present in an effort to gain clarity on a debate that has for a long time engaged music pundits and scholars. -
Full Curriculum Vitae
Chenxiao.Atlas.Guo [email protected] Updated Aug 2021 atlasguo @cartoguophy atlasguo.github.io CURRICULUM VITAE EDUCATION University of Wisconsin-Madison (UW-Madison) (Madison, WI, USA; 2022 Expected) • Ph.D. in Geography (Cartography/GIS), Department of Geography - Core Courses: Graphic Designs in Cartography, Interactive Cartography & Geovisualization; Advanced Quantitative Analysis, Advanced Geocomputing and Big Data Analytics, Geospatial Database, GIS Applications; Seminars in GIScience (VGI; Deep Learning; Storytelling); Natural Hazards and Disasters (audit) • Doctoral Minor in Computer Science, Department of Computer Science - Core Courses: Data Structure, Algorithms, Artificial Intelligence, Computer Graphics, Human-Computer Interaction, Machine Learning (audit) • Research Direction: Spatiotemporal Analytics, Cartographic Visualization, Social Media Data Mining, Natural Disaster Management (bridging geospatial data science, cartography, and social good) • Current GPA: 3.7/4.0 University of Georgia (UGA) (Athens, GA, USA; 2017) • M.S. in Geography (GIS), Department of Geography - Core Courses: Statistical Method in Geography, Geospatial Analysis, Community GIS, Programming for GIS, Seminars in GIScience, Geographic Research Method, Satellite Meteorology and Climatology, Seminar in Climatology, Urban Geography (audit), Psychology (audit) • Research Direction: Location-based Social Media, Sentiment Analysis, Urban Spatiality, Electoral Geography • GPA: 3.7/4.0 Sun Yat-Sen University (SYSU) (Guangzhou, China; 2015) • B.S. in Geographic -
SCHOOL SES Run April 23 - Jun CLASSES ADULTS TEENS PRIVATE KIDS LESSONS WORKSHOPS
LATE SPRING 2012 CLAS e 17 SCHOOL SES run April 23 - Jun CLASSES ADULTS TEENS PRIVATE KIDS LESSONS WORKSHOPS Ukefest & summer camp information inside! welcome to the CORE PROGRAMS Guitar • Ukulele • Banjo • Mandolin • Fiddle • Harmonica Our progressive Core Instrument Pro- up an accessible repertoire of songs and grams allow adults to discover (or redis- skills. Each level seamlessly progresses Julie Davis School of Music cover) music in a relaxed and fun group into the next at the same day and time. Founded in 1979, Swallow Hill Music now teaches over 4,000 adults, teens, environment. The Core Program is the The skills you’ll have after several levels kids, and pre-school students per year. We have workshops, classes, and private starting point for many people at Swallow of core classes will allow you to jump into lessons for every interest, age, and skill level – covering pop, rock, blues, jazz, Hill Music, and all Core Program classes our specialty classes or ensemble classes, bluegrass, punk, indie, roots, folk, gypsy, old-time, Irish, country, world and more. meet weekly for one hour throughout where you’ll learn to play as a band with Each session we offer more than 200 classes and workshops, and private lessons the 8-week session. your peers. for guitar, fiddle/violin, mandolin, piano, voice, harmonica, bass, banjo, ukulele, With an emphasis on Of course, private hand drums, drum kit, dobro and more. We also offer classes and workshops in actually playing, you’ll lessons are available start making music songwriting, recording, theory and musicianship. for students at any and playing songs from level to accelerate your day one. -
PERCUSSION INSTRUMENTS of the ORCHESTRA Cabasa
PERCUSSION INSTRUMENTS OF THE ORCHESTRA Cabasa - A rattle consisting of a small gourd covered with a loose network of strung beads. It is held by a handle and shaken with a rotating motion. Claves - A pair of hardwood cylinders, each approximately 20 cm. long. One cylinder rests against the fingernails of a loosely formed fist (cupped to act as a resonator) and is struck with the other cylinder. Cowbell - A metal bell, usually with straight sides and a slightly expanding, nearly rectangular cross section. A type without a clapper and played with a drumstick is most often used in orchestras. Castanets - Consists of two shell-shaped pieces of wood, the hollow sides of which are clapped together. They produce an indefinite pitch and are widely used in Spanish music especially to accompany dance. When used in an orchestra, they are often mounted on either side of a piece of wood that is held by the player and shaken. Sleigh bells - Small pellet bells mounted in rows on a piece of wood with a protruding handle. Tambourine - A shallow, single-headed frame drum with a wooden frame in which metal disks or jingles are set. It is most often held in one hand and struck with the other. Bongos - A permanently attached pair of small, single-headed, cylindrical or conical drums. One drum is of slightly larger diameter and is tuned about a fifth below the smaller. The pair is held between the knees and struck with the hands. Maracas - A Latin American rattle consisting of a round or oval-shaped vessel filled with seeds or similar material and held by a handle.