Playing the Djembe Unit Plan
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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). -
Offshore West Africa – Agc
QUARTERLY REPORT FOR THE PERIOD FROM 1 OCTOBER 2010 TO 31 DECEMBER 2010 HIGHLIGHTS OFFSHORE WEST AFRICA - AGC Drilling of Kora prospect with mean potential of 453mmbbl expected early April 2011; Total un-risked resource potential estimated at approximately 1.7billion barrels of oil equivalent. OFFSHORE WEST AFRICA - SENEGAL Application lodged to enter the second renewal period which includes an exploration well; Agreement signed giving Ophir the right to acquire a 25% stake in the licences; Farmout discussions continuing. OFFSHORE WEST AFRICA - GUINEA BISSAU Data acquisition phase of 3D seismic survey completed; Processing and interpretation in progress; The blocks contain an existing oil discovery with P50 STOOIP of 240mmbbl and several large untested prospects. UNITED STATES OF AMERICA Third quarter oil and gas sales of $212,174. CHINA US$6 million of receivables due from the sale of Beibu Gulf interest, subject to conditions precedent being met. CAPITAL RAISING $34million capital raising completed, through a placement and SPP, to fund West African exploration and to pursue growth opportunities. CASH POSITION Cash balance at 31 December 2010 of $38.1m. OFFSHORE WEST AFRICA – AGC AGC PROFOND (FAR 10% paying interest) During the quarter FAR entered into a Heads of Agreement (Agreement) with Ophir Energy plc (Ophir) to participate in the drilling of the Kora prospect via the acquisition of a 10 percent interest in the AGC Profond PSC, in the offshore area jointly administered by Senegal and Guinea Bissau. The Kora well is targeting a prospect with mean prospective oil resources of 453 million barrels (Ophir estimate). The well, which will be drilled by the semi-submersible rig Maersk Deliverer, is currently expected to spud in early April 2011. -
Categorization of Stringed Instruments with Multifractal Detrended Fluctuation Analysis
CATEGORIZATION OF STRINGED INSTRUMENTS WITH MULTIFRACTAL DETRENDED FLUCTUATION ANALYSIS Archi Banerjee*, Shankha Sanyal, Tarit Guhathakurata, Ranjan Sengupta and Dipak Ghosh Sir C.V. Raman Centre for Physics and Music Jadavpur University, Kolkata: 700032 *[email protected] * Corresponding Author ABSTRACT Categorization is crucial for content description in archiving of music signals. On many occasions, human brain fails to classify the instruments properly just by listening to their sounds which is evident from the human response data collected during our experiment. Some previous attempts to categorize several musical instruments using various linear analysis methods required a number of parameters to be determined. In this work, we attempted to categorize a number of string instruments according to their mode of playing using latest-state-of-the-art robust non-linear methods. For this, 30 second sound signals of 26 different string instruments from all over the world were analyzed with the help of non linear multifractal analysis (MFDFA) technique. The spectral width obtained from the MFDFA method gives an estimate of the complexity of the signal. From the variation of spectral width, we observed distinct clustering among the string instruments according to their mode of playing. Also there is an indication that similarity in the structural configuration of the instruments is playing a major role in the clustering of their spectral width. The observations and implications are discussed in detail. Keywords: String Instruments, Categorization, Fractal Analysis, MFDFA, Spectral Width INTRODUCTION Classification is one of the processes involved in audio content description. Audio signals can be classified according to miscellaneous criteria viz. speech, music, sound effects (or noises). -
©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 . -
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. -
Explore Music 7 World Drumming.Pdf (PDF 2.11
Explore Music 7: World Drumming Explore Music 7: World Drumming (Revised 2020) Page 1 Explore Music 7: World Drumming (Revised 2020) Page 2 Contents Explore Music 7: World Drumming Overview ........................................................................................................................................5 Unit 1: The Roots of Drumming (4-5 hours)..................................................................................7 Unit 2: Drum Circles (8-10 hours) .................................................................................................14 Unit 3: Ensemble Playing (11-14 hours) ........................................................................................32 Supporting Materials.......................................................................................................................50 References.................................................. ....................................................................................69 The instructional hours indicated for each unit provide guidelines for planning, rather than strict requirements. The sequence of skill and concept development is to be the focus of concern. Teachers are encouraged to adapt these suggested timelines to meet the needs of their students. To be effective in teaching this module, it is important to use the material contained in Explore Music: Curriculum Framework and Explore Music: Appendices. Therefore, it is recommended that these two components be frequently referenced to support the suggestions for -
Year 8 Unit 1
Y E A R 8 U N I T 1 – AFRICAN MUSIC LP5 LEARNING OBJECTIVES LEARNING OUTCOMES (Pupils should know/understand/be able to do/be aware (The evidence to show that pupils have achieved the of by the end of the lesson) learning objectives) Learn about African musical instruments Level 3 (working towards) All Pupils : Use features of African music such as rhythms, Know that African music is often performed using different types of drum, but other percussion instruments (pitched and unpitched) cyclic rhythms, polyrhythms and syncopation to are also used. begin creating a group piece of African-inspired Compose and record own rhythm performing on a suitable music instrument and turning it into a cyclic rhythm Level 4 (working at) Most Pupils Make connections between African musical instruments and those available within the classroom Compose and accurately record own rhythm, with some syncopation, performing it individually and as part of a group polyrhythmic texture Level 5/6 (working beyond/GAT) Some Pupils : Identify and correctly name a range of African musical instruments Take on a leading role in organising a group polyrhythmic texture showing awareness of how different cyclic rhythms fit together LESSON STRUCTURE NC KS3 POS Identify and use the Learning about African Musical Instruments – Video 3 (& Cover/Homework 3) inter-related dimensions Watch Video 3 with pupils, showing a selection of different African musical of music expressively and with increasing instruments in action. Pause and discuss the questions contained on the video at sophistication, including use of tonalities, appropriate intervals, inviting pupils to make connections between traditional African different types of scales musical instruments and those available in the classroom. -
Wavedrum Voice Name List
Voice Name List Live mode Button Program Bank-a Programs 1 98 The Forest Drum 2 61 D&B Synth Head Rim Head Rim 3 15 Djembe (Double-size) No. Program No. Program Algo. Inst. Algo. Inst. Algo. Inst. Algo. Inst. 4 49 Steel Drum (F-A-B -C-F) Real Instrument 51 Balafon 7 51 25 81 Bank-b 0 Snare 1 (Double-size) 29 - - - 52 Gamelan 9 76 18 63 1 35 Tabla Drone 1 Snare 2 (Double-size) 30 - - - 53 EthnoOpera 7 61 15 72 2 75 Dance Hit Drone (Key of F) 2 Snare 3 (Double-size) 31 - - - 54 Koto Suite 20 79 20 66 3 0 Snare 1 (Double-size) 3 Velo Ambi Snare 19 17 2 12 55 Compton Kalling 20 5 22 15 4 50 Broken Kalimba 4 Multi Powerful Tom 5 22 24 21 56 Wind Bonga 7 8 19 28 Bank-c 5Krupa Abroad 2 267 10 57 Personality Split 7 10 16 78 1 59 Snare/Kick 2 (Double-size) 6 Pitched Toms w/Cowbell 19 24 4 22 Bass Drum/Snare Drum split 2 67 Kenya Street Rap 7 Ambi Taiko 9 23 19 12 58 Snare/Kick 1 (Double-size) 35 - - - 3 19 Conga (Double-size) 8 Viking War Machine 12 34 9 20 59 Snare/Kick 2 (Double-size) 36 - - - 4 82 DDL Mystic Jam 9 Vintage Electronic Toms 26 31 2 14 60 Kick The Synth 4 11 4 1 10 Okonkolo → Iya Dynamics 10 60 18 21 61 D&B Synth 4 16 23 85 11 Iya Boca/Slap Dynamics 10 58 14 29 62 Voice Perc. -
Djembes - New Rim Con't
2 OS g Freestyle Mechanically Tuned Djembes - New Rim Con't. DJEMBES MODEL DESCRIPTION LIST Stage Series Djembes SFDMX-10AG 10" Djembe, Extended Rim, Antique Gold 169.00 S & BON MODEL DESCRIPTION LIST SFDMX-12AG 12" Djembe, Extended Rim, Antique Gold 239.00 GA TSDJ-10NB 10" Stage Series Djembe with Bag, Natural 280.00 SFDMX-14AGB 14" Djembe, Extended Rim, Antique Gold with Bag 299.00 FREESTYLE DJEMBES TSDJ-12NB 12" Stage Series Djembe with Bag, Natural 360.00 SFDMX-9AS 9" Djembe, Extended Rim, Antique Silver 139.00 TSDJ-13NB 13" Stage Series Djembe with Bag, Natural 420.00 SFDMX-10AS 10" Djembe, Extended Rim, Antique Silver 169.00 SFDMX-12AS 12" Djembe, Extended Rim, Antique Silver 239.00 Black Mamba Djembes FDMX-14ASB 14" Djembe, Extended Rim, Antique Silver with Bag 299.00 DJEMBES, CON MODEL DESCRIPTION LIST ABMD-7 7" Black Mamba Djembe 112.00 Freestyle Cannon Rope Tuned Djembes & Bags ABMD-8 8" Black Mamba Djembe 205.00 MODEL DESCRIPTION LIST ABMD-10 10" Djembe with Bag and Djembe Hat 290.00 SFDJ-14BMB 14" Cannon Djembe with Bag, Black Mamba 249.00 ABMD-12 12" Djembe with Bag and Djembe Hat 375.00 SFDJ-14LB 14" Cannon Djembe with Bag, Lava 249.00 ABMD-13 13" Djembe with Bag and Djembe Hat 439.00 Freestyle Doumbeks Synergy Rope Tuned Djembes MODEL DESCRIPTION LIST MODEL DESCRIPTION LIST SFDK-9SP 9" Freestyle Doumbek, Snake Print 74.00 SDVR-7 7" Synergy Vuur Djembe 81.00 SFDK-9RP 9" Freestyle Doumbek, Bali Red 74.00 SDVR-8 8" Synergy Vuur Djembe 164.00 SFMTDK-9AB 9" Freestyle Doumbek, Aztec Blue 119.00 SDVR-10 10" Synergy Vuur Djembe -
West African Percussion Book
B O X notation [collected rhythm transcriptions by Paul Nas (WAP Pages) and others] Contents Instruments and Strokes ____________________________________________________________ 6 Notation details____________________________________________________________________ 7 Abioueka _________________________________________________________________________ 8 Abondan ________________________________________________________________________ 10 Adjos ___________________________________________________________________________ 12 Bada ___________________________________________________________________________ 14 Baga ___________________________________________________________________________ 20 Baga Giné _______________________________________________________________________ 21 Balakulanya / Söli lente ____________________________________________________________ 23 Balan Sondé _____________________________________________________________________ 26 Bambafoli _______________________________________________________________________ 28 Bandogialli / Bando Djeï ___________________________________________________________ 29 Bara____________________________________________________________________________ 31 Bintin __________________________________________________________________________ 32 Bolokonondo_____________________________________________________________________ 34 Bolomba ________________________________________________________________________ 37 Bolon___________________________________________________________________________ 38 Boula___________________________________________________________________________ -
West Africa Manual English
Manual Disclaimer The information in this document is subject to change without notice and does not represent a commitment on the part of Native Instruments GmbH. The software described by this docu ment is subject to a License Agreement and may not be copied to other media. No part of this publication may be copied, reproduced or otherwise transmitted or recorded, for any purpose, without prior written permission by Native Instruments GmbH, hereinafter referred to as Native Instruments. “Native Instruments”, “NI” and associated logos are (registered) trademarks of Native Instru ments GmbH. Mac, macOS, GarageBand, Logic, iTunes and iPod are registered trademarks of Apple Inc., registered in the U.S. and other countries. Windows, Windows Vista and DirectSound are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other trademarks are the property of their respective owners and use of them does not imply any affiliation with or endorsement by them. Document authored by: Adam Hanley Special thanks to the Beta Test Team, who were invaluable not just in tracking down bugs, but in making this a better product. Contact NATIVE INSTRUMENTS GmbH NATIVE INSTRUMENTS North America, Inc. Schlesische Str. 29-30 6725 Sunset Boulevard D-10997 Berlin 5th Floor Germany Los Angeles, CA 90028 www.native-instruments.de USA www.native-instruments.com NATIVE INSTRUMENTS K.K. NATIVE INSTRUMENTS UK Limited YO Building 3F 18 Phipp Street Jingumae 6-7-15, Shibuya-ku, London EC2A 4NU Tokyo 150-0001 UK Japan www.native-instruments.co.uk www.native-instruments.co.jp NATIVE INSTRUMENTS FRANCE SARL SHENZHEN NATIVE INSTRUMENTS COMPANY Limited 113 Rue Saint-Maur 5F, Shenzhen Zimao Center 75011 Paris 111 Taizi Road, Nanshan District, Shenzhen, Guangdong France China www.native-instruments.com www.native-instruments.com © NATIVE INSTRUMENTS GmbH, 2018.