Karlos Irujo Y Joseba Ozkoidi
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Who's Who in Basque Music Today
Who’s Who in Basque music today AKATZ.- Ska and reggae folk group Ganbara. recorded in 2000 at the circles. In 1998 the band DJ AXULAR.- Gipuzkoa- Epelde), accomplished big band from Bizkaia with Accompanies performers Azkoitia slaughterhouse, began spreading power pop born Axular Arizmendi accordionist associated a decade of Jamaican like Benito Lertxundi, includes six of their own fever throughout Euskadi adapts the txalaparta to invariably with local inspiration. Amaia Zubiría and Kepa songs performed live with its gifted musicians, techno music. In his second processions, and Angel Junkera, in live between 1998 and 2000. solid imaginative guitar and most recent CD he also Larrañaga, old-school ALBOKA.-Folk group that performances and on playing and elegant adds voices from the bertsolari and singer who has taken its music beyond record. In 2003 he recorded melodies. Mutriku children's choir so brilliantly combines our borders, participating a CD called "Melodías de into the mix, with traditional sensibilities and in festivals across Europe. piel." CAMPING GAZ & DIGI contributions by Mikel humor, are up to their ears Instruments include RANDOM.- Comprised of Laboa. in a beautiful, solid and alboka, accordion and the ANJE DUHALDE.- Singer- Javi Pez and Txarly Brown enriching project. Their txisu. songwriter who composes from Catalonia, the two DOCTOR DESEO.- Pop rock fresh style sets them apart. in Euskara. Former member joined forces in 1995, and band from Bilbao. They are believable, simple, ALEX UBAGO.-Donostia- of late 70s folk-rock group, have since played on and Ringleader Francis Díez authentic and, most born pop singer and Errobi, and of Akelarre. -
Hernaniko Txalaparta Eskolaren 11 Ikasurte (11 Courses in the Hernani Txalaparta School)
Hernaniko txalaparta eskolaren 11 ikasurte (11 courses in the Hernani Txalaparta School) Beltran Argiñena, Juan Mari Herri Musikaren Txokoa. Tornola kalea, 6. 20180 Oiartzun Jaso: 05.11.18 BIBLID [1137-859X (2007), 9; 151--172] Onartu: 07.03.21 Txalapartak azkeneko garaian emandako bilakaeran eta gaur egun bizi duen egoeran Herna- niko Txalaparta Eskolak eragin nabarmena izan duela uste dugu. Ikasle asko pasa dira eskolatik, batzuk hastapeneko mailarekin nahiko izan dute, beste batzuk ikasten jarraitu dute eta batzuk bes- te eskoletan txalaparta irakasleak dira. Guztiek eta bereziki azken hauek parte zuzena hartu dute Hernaniko Eskolan txalaparta jotzeko osatu den erritmo eta joko errepertorioan edo ikasteko egita- rau orokorrean. Giltza-Hitzak: Txalaparta. Txalaparta festa. Herri musika. Musika eskola. Soinu-tresna. Euskal musika. En nuestra opinión, la Escuela de Txalaparta de Hernani ha tenido una influencia notable en la transformación que ha vivido la txalaparta en los últimos tiempos y en su situación actual. Por la escuela han pasado muchos alumnos, algunos de ellos han tenido suficiente con el nivel inicial, otros han continuado aprendiendo y algunos son profesores de txalaparta en otras escuelas. Todos ellos y de una manera especial esots últimos han tenido una participación directa en el repertorio de ritmos y técnicas de txalaparta desarrollado en la Escuela de Txalaparta de Hernani o en su pro- grama general de estudios. Palabras Clave: Txalaparta. Fiesta de txalaparta. Música popular. Escuela de música. Instru- mento musical. Música vasca. Onze cours de l’Ecole de txalaparta de Hernani ont eu une influence notable sur la transfor- mation vécue par la txalaparta ces derniers temps et sur sa situation actuelle. -
Intraoral Pressure in Ethnic Wind Instruments
Intraoral Pressure in Ethnic Wind Instruments Clinton F. Goss Westport, CT, USA. Email: [email protected] ARTICLE INFORMATION ABSTRACT Initially published online: High intraoral pressure generated when playing some wind instruments has been December 20, 2012 linked to a variety of health issues. Prior research has focused on Western Revised: August 21, 2013 classical instruments, but no work has been published on ethnic wind instruments. This study measured intraoral pressure when playing six classes of This work is licensed under the ethnic wind instruments (N = 149): Native American flutes (n = 71) and smaller Creative Commons Attribution- samples of ethnic duct flutes, reed instruments, reedpipes, overtone whistles, and Noncommercial 3.0 license. overtone flutes. Results are presented in the context of a survey of prior studies, This work has not been peer providing a composite view of the intraoral pressure requirements of a broad reviewed. range of wind instruments. Mean intraoral pressure was 8.37 mBar across all ethnic wind instruments and 5.21 ± 2.16 mBar for Native American flutes. The range of pressure in Native American flutes closely matches pressure reported in Keywords: Intraoral pressure; Native other studies for normal speech, and the maximum intraoral pressure, 20.55 American flute; mBar, is below the highest subglottal pressure reported in other studies during Wind instruments; singing. Results show that ethnic wind instruments, with the exception of ethnic Velopharyngeal incompetency reed instruments, have generally lower intraoral pressure requirements than (VPI); Intraocular pressure (IOP) Western classical wind instruments. This implies a lower risk of the health issues related to high intraoral pressure. -
1 Centro Vasco New York
12 THE BASQUES OF NEW YORK: A Cosmopolitan Experience Gloria Totoricagüena With the collaboration of Emilia Sarriugarte Doyaga and Anna M. Renteria Aguirre TOTORICAGÜENA, Gloria The Basques of New York : a cosmopolitan experience / Gloria Totoricagüena ; with the collaboration of Emilia Sarriugarte Doyaga and Anna M. Renteria Aguirre. – 1ª ed. – Vitoria-Gasteiz : Eusko Jaurlaritzaren Argitalpen Zerbitzu Nagusia = Servicio Central de Publicaciones del Gobierno Vasco, 2003 p. ; cm. – (Urazandi ; 12) ISBN 84-457-2012-0 1. Vascos-Nueva York. I. Sarriugarte Doyaga, Emilia. II. Renteria Aguirre, Anna M. III. Euskadi. Presidencia. IV. Título. V. Serie 9(1.460.15:747 Nueva York) Edición: 1.a junio 2003 Tirada: 750 ejemplares © Administración de la Comunidad Autónoma del País Vasco Presidencia del Gobierno Director de la colección: Josu Legarreta Bilbao Internet: www.euskadi.net Edita: Eusko Jaurlaritzaren Argitalpen Zerbitzu Nagusia - Servicio Central de Publicaciones del Gobierno Vasco Donostia-San Sebastián, 1 - 01010 Vitoria-Gasteiz Diseño: Canaldirecto Fotocomposición: Elkar, S.COOP. Larrondo Beheko Etorbidea, Edif. 4 – 48180 LOIU (Bizkaia) Impresión: Elkar, S.COOP. ISBN: 84-457-2012-0 84-457-1914-9 D.L.: BI-1626/03 Nota: El Departamento editor de esta publicación no se responsabiliza de las opiniones vertidas a lo largo de las páginas de esta colección Index Aurkezpena / Presentation............................................................................... 10 Hitzaurrea / Preface......................................................................................... -
2878 EHAA - 2008Ko Otsailak 12, Asteartea N.º 30 ZK
2878 EHAA - 2008ko otsailak 12, asteartea N.º 30 ZK. BOPV - martes 12 de febrero de 2008 EBATZI DUT: RESUELVO: 1. artikulua.– Lazkaoko (Gipuzkoa) «Lazkaotxiki» Artículo 1.– Se autoriza a la Escuela de Música Pri- Musika Eskola Pribatuari 2007-2008 ikasturtetik au- vada «Lazkaotxiki» Musika Eskola Pribatua, n.º de có- rrera bateria irakasteko baimena ematen zaio. Eskola- digo: 20013734, sita en Euskadi enparantza s/n, del ren kode-zenbakia 20013734 da; helbidea, Euskadi en- municipio de Lazkao (Gipuzkoa), y cuyo titular es Ne- parantza z.g.; eta titularra, berriz, Nerea Barandiaran rea Barandiaran Baztarrica a impartir a partir del cur- Baztarrica andrea. so escolar 2007-2008 la especialidad de Batería. Ikastetxe horretan irakaskuntza hauek emango dira: Se impartirán en este centro las siguientes enseñan- 1., 2., 3. eta 4. mailak. zas: niveles 1, 2, 3 y 4. Adarra: Rama: – Instrumentu sinfonikoak: biolina, txirula eta sa- – Instrumental sinfónica: Violín, Flauta y Saxofón. xofoia. – Instrumentu polifonikoak: pianoa eta akordeoia. – Instrumental polifónica: Piano y Acordeón. – Bertakoak: txistua, alboka, txalaparta eta trikiti- – Autóctona: Txistu, Alboka, Txalaparta y Trikiti- xa. xa. – Zenbait joera: gitarra eta bateria. – Tendencias Diversas: Guitarra y Batería. AZKEN XEDAPENA DISPOSICIÓN FINAL Agindu honen aurka aukerako berraztertzeko erre- Contra la presente Orden podrá interponerse recur- kurtsoa aurkez dakioke Hezkuntza, Unibertsitate eta so potestativo de reposición ante el Consejero de Edu- Ikerketa sailburuari, hilabeteko epean, -
Juan Mari Beltrán MUSICOLOGIST Uan Mari Beltrán Is One of the Foremost Experts in Traditional Basque Instruments
«Change«Change isis aa goodgood thing.thing. ItIt meansmeans thatthat BasqueBasque folklorefolklore isis alivealive andand well.»well.» Juan Mari Beltrán MUSICOLOGIST uan Mari Beltrán is one of the foremost experts in traditional Basque instruments. Beltrán was born in Donostia and raised in Etxarri-Aranatz, Navarra. At the age of seven he took up the txistu and at eleven joined the local txistulari group. At 16 he extended his range of instruments to alboka and the dultzaina, and began to arrange music for the Argia dance group. JIn 1996 he started working in collaboration with the local government of Oiartzun on what would become one of his major projects - Musika Txokoa - which opened its doors in 2001. Today Beltrán divides his time between Musika Txokoa and teaching at the Hernani music school, in addition to his own personal music endeavors. What is the most difficult Basque instrument to play and which is the easiest? There’s no straightforward answer to that question. The txalaparta may seem simple. Someone who takes a weekend workshop might learn a few basic notions and be able to play the ttakun (the part consisting of two strokes repeated over and over again). But it gets more complicated depending on what goals the students have and how far they want to go. For example, I’ve been teaching txalaparta classes at the school in Hernani for 23 years and I still have students with me who started in my third year. In other words, they’ve been at it for 20 years. It looks like a simple instrument but perhaps for that very reason, there are always new things to discover. -
Annexe 1• Instruments De Musique Traditionnels Dans L’Hexagone Et En Corse
• ANNEXE 1• INSTRUMENTS DE MUSIQUE TRADITIONNELS DANS L’HEXAGONE ET EN CORSE ! ! ! À l'occasion de la mise à jour de ce guide d'analyse, nous avons modifié, augmenté et corrigé la liste des instruments de musique traditionnels dans le but d'offrir un outil d'aide à l'analyse documentaire de l'archive sonore dans l'espace hexagonal et corse. La principale modification par rapport à la première édition réside en l'adjonction d'un indice classificatoire à chaque terme (descripteurs et non descripteurs). La classification utilisée est celle réalisée par les Professeurs Curt Sachs et Erich M. von Hornbostel 1 Outre le fait qu'elle autorise un second niveau de lecture, elle facilite la recherche documentaire en regroupant les instruments par famille. L'indice lui-même permet une compatibilité avec les systèmes organologiques existants. Nous avons travaillé à partir de la traduction française rédigée par Térence Ford : Classification des instruments de musique de MM. Hornbostel et 1. Hornbostel. E. M. von, Sachs, C. « Systematlk der Musikinstrumente ». Zeitschrit! für Ethnologie. 1914xlvi. p, 53"90. Pour plus de précisions sur ce système classificatoire on pourra consulter : Hombostel. Erich M.von, Sachs, Curt. « Classification of Musical Instruments ». p. 444-461 ln Myers, Helen (éd.) Ethnomusicology : an lntroduction. Vol. 1. London : Macmillan Press. 1992. (The New Grove handbooks in musicology). Schaeffner, André. « L'Instrument de musique » p. 15"16 in Encyclopédie française. Vol. 16. 1935. Wachsmann, Klaus. « Classification ».p.407-414 in Sadie, Stanley (éd.) The New Grove Dictionary of Musical Instruments.London : Macmillan Press Limited, 1993. On pourra également consulter une classification inspirée des principes énoncés, entre autres. -
Fantasy Creatures
FOREST KINGDOM 3 .................................................................................... 2 What is new? ............................................................................................ 2 FOREST KINGDOM 3 SOUNDS ................................................................... 3 Percussion ............................................................................................. 3 Plucked .................................................................................................. 4 Wind ...................................................................................................... 4 Voices .................................................................................................... 6 Fantasy Creatures ................................................................................. 6 Soundscapes ......................................................................................... 6 Performance Grooves .................................................................................. 7 CUBASE .................................................................................................... 9 STUDIO ONE ........................................................................................... 10 LOGIC PRO ............................................................................................. 11 CREDITS .................................................................................................... 13 1 FOREST KINGDOM 3 Welcome to Forest Kingdom 3, the sequel to the award -
89 ING Octubre2011.Indd
euskal etxeak nº 89. zka 2010/2 The Basque Country present at Shanghai Expo NATIONAL BASQUE-ARGENTINE WEEK IN HONOR OF MAR DEL PLATA’S BICENTENNIAL Visit and take part in www.euskaletxeak.net After registering, you will be able to upload your photographs to the large photographic archive we are creating, send your comments about news items, and participate in debates in the forum. EGILEA / AUTHOR Eusko Jaurlaritza-Kanpo Harremanetarako Idazkaritza Nagusia 89 Basque Government-General Secretariat for Foreign Affairs C/ Navarra, 2 • 01007 VITORIA-GASTEIZ • Tel.: 945 01 7900 • [email protected] ZUZENDARIA / DIRECTOR AZALEKO ARGAZKIA / COVER PHOTO: Julián Celaya Loyola Jon Bernárdez ARGITARATZAILEA / PUBLISHED BY INPRIMATZAILEA / PRINTED BY Eusko Jaurlaritzaren Argitalpen Zerbitzu Nagusia / Central Publications Service of the Basque Government mccgraphics KOORDINAZIOA / COORDINATION ISSN: 1579-4229 BasqueHeritage SL L.G./D.L.: BI-1090-2001 PHOTOGRAPHS: BasqueHeritage, Jon Bernárdez, Euskal Etxeak-Centros Vascos DISEINU ETA MAKETAZIOA / DESIGN AND LAYOUT: mccgraphics 89 2010 / 2 GURE GAIA 9 3 Summary 5 The Lehendakari’s words on the occasion of this year’s Basque Week celebration coinciding with ELKARRIZKETA Mar de Plata’s Bicentennial 6 News in brief: Munduan zehar 9 National Basque-Argentine Week of the Bicentennial in Mar del Plata 2010 14 News in brief: Munduan zehar 16 The Basque Country participates in the Shanghai Expo 20 20 Interview with José Felix Azurmendi 24 The Basque Country hosts the AEMI Symposium and Annual Meeting AKTUALITATEA -
ED055093.Pdf
DOCUMENT RESUME TE 499 818 ED 055 093 in Music TITLE International Seminar on Teacher Education (August 8-19, 1966). INSTITUTION Michigan Univ., Ann Arbor. Scl-ool ofMusic. SPONS AGENCY Office of Education (DHEW) ,Washington, D.C. BUREAU NO BR-6-1783 PUB DATE 67 NOTE 431p. EDRS PRICE MR-$0.65 HC-$16.45 DESCRIPTORS *International Programs; *MusicTeachers; *Seminars; *Teacher Education ABSTRACT The purposes of the InternationalSeminar in Teacher Education in Music included thefollowing: (1) to make it possible for leaders in the field of teachereducation in music to meet their counterparts from many parts of theworld and exchange ideas; (2) to facilitate attendance at theInternational Society for Music Education conference at Interlochen,Michigan; and (3)to develop international understanding andfoster international friendship by encouraging continuing contactsbetween persons in many different parts of the world. This seminarreport contains 11 chapters,which are concerned with thefollowing topics: The Purposes of theSeminar; A Survey of the CurrentSituation in Music Education; Basic Musicianship for the Music Educator; ALiberal Education for tne Music Educator; Performance and theMusic Educator; Preparing the Music Educator to Use the Musicof His Own and Other Cultures;The Professional Education of the MusicEducator: The Techniques of Teaching; Special Aids for MusicTeachers; Research and Teacher Education; Music Education for theClassroom Teacher; and Evaluation, Interpretation and Recommendations. AnAppendix contains Special Recommendations of Small Groups, and Programof the International Seminar on Teacher Education in Music. (DB) ,cs,,e 6-/--7 F,3 U.S. DEPARTMENT OF HAWEDUCATION & WELFARE OFFICE Of EDUCATION 1 F-7 REPRODUCED EXACTLY AS RECEIVEDFROM THE THIS DOCUMENT HAS BEEN ORIGINATING IT POINTS OF VIEW OR OPINIONS PERSON OR ORGANIZATION REPRESENT OffICIAT. -
Moving Away from Silence: Music of the Peruvian Altiplano and the Experiment of Urban Migration / Thomas Turino
MOVING AWAY FROM SILENCE CHICAGO STUDIES IN ETHNOMUSICOLOGY edited by Philip V. Bohlman and Bruno Nettl EDITORIAL BOARD Margaret J. Kartomi Hiromi Lorraine Sakata Anthony Seeger Kay Kaufman Shelemay Bonnie c. Wade Thomas Turino MOVING AWAY FROM SILENCE Music of the Peruvian Altiplano and the Experience of Urban Migration THE UNIVERSITY OF CHICAGO PRESS Chicago & London THOMAS TURlNo is associate professor of music at the University of Ulinois, Urbana. The University of Chicago Press, Chicago 60637 The University of Chicago Press, Ltd., London © 1993 by The University of Chicago All rights reserved. Published 1993 Printed in the United States ofAmerica 02 01 00 99 98 97 96 95 94 93 1 2 3 4 5 6 ISBN (cloth): 0-226-81699-0 ISBN (paper): 0-226-81700-8 Library of Congress Cataloging-in-Publication Data Turino, Thomas. Moving away from silence: music of the Peruvian Altiplano and the experiment of urban migration / Thomas Turino. p. cm. - (Chicago studies in ethnomusicology) Discography: p. Includes bibliographical references and index. I. Folk music-Peru-Conirna (District)-History and criticism. 2. Folk music-Peru-Lirna-History and criticism. 3. Rural-urban migration-Peru. I. Title. II. Series. ML3575.P4T87 1993 761.62'688508536 dc20 92-26935 CIP MN @) The paper used in this publication meets the minimum requirements of the American National Standard for Information Sciences-Permanence of Paper for Printed Library Materials, ANSI 239.48-1984. For Elisabeth CONTENTS List of Illustrations ix Acknowledgments xi Introduction: From Conima to Lima -
Department of Music About the Department
Module options for visiting students Department of Music About the department The internationally-renowned Department of Music is one of the largest and most distinguished in the United Kingdom and in the 2008 government-led Research Assessment Exercise, the department was rated top in the country. The modules listed below are available to all Study Abroad, International Exchange and Erasmus Students, provided that sufficient prior knowledge and experience of the subject can be shown where required. The Music Department reserves the right to review each application to assess the suitability of the applicant and his/her chosen module(s). Entry requirements The modules listed below are open to all Study Abroad, International and Erasmus students, subject to any required previous knowledge or qualifications, as stated in the module outlines below. Each module is either 15 or 30 UK credits and starts in either the Autumn Term (September) or the Spring Term (January). Level One Modules: There are no formal pre-requisites, but a background in music and music theory is seen as very beneficial to students. Students without A Level Music or Grade 8 ABRSM Theory (or equivalent) will be required to take MU1111 Fundamentals of Music Theory in their first term. Level Two Modules: A solid foundation in the rudiments of Western music (an ability to read music fluently, identify key signatures, rhythms, etc.) plus an understanding of Western harmony (an ability to write and/or identify harmonic progressions) is required for Intermediate modules, as well as completion of any first year modules at undergraduate level in music theory.