Appendix • Apéndice • Anhang • Appendice • Appendix • Appendice
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When Maqam Is Reduced to a Place Eyal Sagui Bizawe
When Maqam is Reduced to a Place Eyal Sagui Bizawe In March 1932, a large-scale impressive festival took place at the National Academy of Music in Cairo: the first international Congress of Arab Music, convened by King Fuad I. The reason for holding it was the King’s love of music, and its aim was to present and record various musical traditions from North Africa and the Middle East, to study and research them. Musical delegations from Egypt, Iraq, Syria, Morocco, Algiers, Tunisia and Turkey entered the splendid building on Malika Nazli Street (today Ramses Street) in central Cairo and in between the many performances experts discussed various subjects, such as musical scales, the history of Arab music and its position in relation to Western music and, of course: the maqam (pl. maqamat), the Arab melodic mode. The congress would eventually be remembered, for good reason, as one of the constitutive events in the history of modern Arab music. The Arab world had been experiencing a cultural revival since the 19th century, brought about by reforms introduced under the Ottoman rule and through encounters with Western ideas and technologies. This renaissance, termed Al-Nahda or awakening, was expressed primarily in the renewal of the Arabic language and the incorporation of modern terminology. Newspapers were established—Al-Waq’i’a al-Masriya (Egyptian Affairs), founded under orders of Viceroy and Pasha Mohammad Ali in 1828, followed by Al-Ahram (The Pyramids), first published in 1875 and still in circulation today; theaters were founded and plays written in Arabic; neo-classical and new Arab poetry was written, which deviated from the strict rules of classical poetry; and new literary genres emerged, such as novels and short stories, uncommon in Arab literature until that time. -
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 . -
Mary Gottschalk Cultures of the Middle East 220 Professor Abdelrahim Salih Final Paper Music in the Middle East
Gottschalk 1 Mary Gottschalk Cultures of the Middle East 220 Professor Abdelrahim Salih Final Paper Music in the Middle East The “Middle East” is a term to describe the areas of North Africa and East Asia, where there is a deep cultural history and diverse people, commonly grouped in this term for their cultural similarities. As with trade, information, and innovation, music and the arts moved and assimilated throughout the area. Music pervades the culture in aspects of religion, tradition, and entertainment, and differs according to various conceptions of music based within those religious and cultural ideals. This paper will discuss some of the similarities and differences in middle eastern music: in the instruments as they relate to location, conceptions as they are formed by Muslim doctrine, and traditions based in their respective time periods. Instruments / Place Musical instruments in the middle east range in the complexity, skill needed to play, and type. Broad classifications consist of percussion, bowed, plucked, and wind instruments (Touma 1996 109). A predominant stringed instrument is known as the ‟ud, which literally means “wood”, but it has many names and variations throughout the world (Miller and Shahriari 2006 204). The ‟ud, or al‟ud “…is a fretless, plucked short-necked lute with a body shaped like half a pear” (Touma 1996 109). Its history traces back to the eighth century BCE with changes in size and number of strings, and today is commonly seen with “…five „courses‟ of strings, a course being a pair tuned in unison” (Miller and Shahriari 2006 204). The lack of frets allows the musician to articulate fine gradations of tone, strumming with either a plectrum or fingernails over the middle of the „ud‟s body (Miller and Shahriari 2006 205). -
TITLE Secondary Music (8-12): a Guide/Resource Book for Teachers
DOCUMENT RESUME ED 221 408 SO 013 861 TITLE Secondary Music (8-12): A Guide/Resource Book for Teachers. INSTITUTION British Columbia Dept. of Education, Victoria. Curriculum Development Branch. PUB DATE 80 NOTE 248p. EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS Bands (Music); Choral Music; Course Content; *Curriculum Development; Curriculum Guides; Educational Objectives; Evaluation Methods; Jazz; Music Activities; Musical.Composition; *Music Education; Orchestras; Resource Materials; Secondary Education; Singing IDENTIFIERS Stringed Instruments ABSTRACT Goals and objectives, lesson ideas, evaluation techniques, and other resources to help secondary musicteachers in British Columbia organize and develop musicprograms are provided in this resource book. An introductory section briefly discussesthe secondary music program, presenting a scope andsequence and outlining goals and leatnieg outcomes. Following this, thebook is divided into four major sections,one for each of the major areas of music: band; choral music; strings; and music composition.Learning outcomes and related content are outlined for eacharea. Sample outlines and units, suggested seating plans, glossaries, and bibliographies of reierence materialsare also provided for each music area. The appendices containan outline of fine arts goals for secondary school programs, evaluation suggestions and plans,a sample student practice report form, tips for planning field trips,a listing of professional music associations and journals,suggestions for class projects, and listings of -
Music and Dance of the Middle East
Music and Dance 1 Cultures of the Middle East Midterm paper: Class of Professor Abdelrahim Salih Music and Dance of the Middle East Music transcends language. It can put forth emotions of deep sorrow or ecstatic joy whether the language of the song is in Chinese, English, French or Arabic. With music comes dance. Dance is shaped by the music, as it is the dancer‟s duty to display the emotions of the music; dance is as diverse as the music itself is. Middle Eastern music is a language of its own; it is extraordinarily different from Western music and was shaped by its own great theoreticians of music. The instruments of the Middle East are exotic looking, though they are the ancestors of many Western instruments. The dances of the Middle East vary – there are feminine dances and masculine dances and dances that everyone joins. In the Middle East, music and dance cannot be put under one category because of the extreme variations throughout the region itself. From the beautiful melodies of Debussy to the dramatic compositions of Mozart, there is one thing in common: they are all based on an octave scale that includes thirteen notes. They are based on the Western scale. Vocalists using the Western scale must be very precise when it comes to the notes because there are no “in-between” or quarter notes. Also, compositions are almost always polyphonic; they have both a melody and a harmony (Todd, 2003). A piece that does not include a harmony is considered to be rather simple and not a great classical. -
11C Software 1034-1187
Section11c PHOTO - VIDEO - PRO AUDIO Computer Software Ableton.........................................1036-1038 Arturia ...................................................1039 Antares .........................................1040-1044 Arkaos ....................................................1045 Bias ...............................................1046-1051 Bitheadz .......................................1052-1059 Bomb Factory ..............................1060-1063 Celemony ..............................................1064 Chicken Systems...................................1065 Eastwest/Quantum Leap ............1066-1069 IK Multimedia .............................1070-1078 Mackie/UA ...................................1079-1081 McDSP ..........................................1082-1085 Metric Halo..................................1086-1088 Native Instruments .....................1089-1103 Propellerhead ..............................1104-1108 Prosoniq .......................................1109-1111 Serato............................................1112-1113 Sonic Foundry .............................1114-1127 Spectrasonics ...............................1128-1130 Syntrillium ............................................1131 Tascam..........................................1132-1147 TC Works .....................................1148-1157 Ultimate Soundbank ..................1158-1159 Universal Audio ..........................1160-1161 Wave Mechanics..........................1162-1165 Waves ...........................................1166-1185 -
Relationship with Percussion Instruments
Multimedia Figure X. Building a Relationship with Percussion Instruments Bill Matney, Kalani Das, & Michael Marcionetti Materials used with permission by Sarsen Publishing and Kalani Das, 2017 Building a relationship with percussion instruments Going somewhere new can be exciting; it might also be a little intimidating or cause some anxiety. If I go to a party where I don’t know anybody except the person who invited me, how do I get to know anyone else? My host will probably be gracious enough to introduce me to others at the party. I will get to know their name, where they are from, and what they commonly do for work and play. In turn, they will get to know the same about me. We may decide to continue our relationship by learning more about each other and doing things together. As music therapy students, we develop relationships with music instruments. We begin by learning instrument names, and by getting to know a little about the instrument. We continue our relationship by learning technique and by playing music with them! Through our experiences and growth, we will be able to help clients develop their own relationships with instruments and music, and therefore be able to 1 strengthen the therapeutic process. Building a relationship with percussion instruments Recognize the Know what the instrument is Know where the Learn about what the instrument by made out of (materials), and instrument instrument is or was common name. its shape. originated traditionally used for. We begin by learning instrument names, and by getting to know a little about the instrument. -
SOUNDSCAPES: the Arab World Vocabulary
SOUNDSCAPES: The Arab World Vocabulary ADHAN The Islamic call to prayer. MAFRAJ A window‐lined room at the AL‐ANDALUS Around 1000 CE, the area now top of a house. called Spain and part of North MAGHREB The North African dessert. Africa. MAQAM Scales and notes that define AL‐QAHIRAH The Arabic name for Cairo, Arabic music tonality. Egypt. MINARET Part of a MOSQUE, a tower ARDHA A traditional Arabic dance, used for communication. common in Saudi Arabia. MIZHWIZ A double‐pipe double‐reed AS‐SANTOOR A multi‐stringed instrument wind instrument. played with wooden sticks. MIZMAR A single‐pipe double‐reed wind BEDOUIN Nomadic people of the Arabian instrument. and North African desert. MOSQUE An Islamic place of worship. BENDIR A round, flat, wooden‐framed NAY An end‐blown wind instrument. drum. OSTINATO Italian musical term for a BERBER Indigenous people of the North repeating pattern. African desert OUD/AL‐‘UD A pear‐shaped string CHA’ABI/SHA’ABI A style of dance and music instrument, similar to a lute. popular in some poorer Arab QANUN A large, flat multi‐stringed communities. instrument. DABKE A traditional line dance, RABABEH A single‐stringed bowed fiddle. popular in Lebanon. REBEC The European version of the DALOONAH Improvised music often used REBABEH, precursor to the with DABKE. violin. DERVISH Devout SUFI Muslims, similar to RIQ/TAR A round, flat, wooden‐framed Christian monks. drum with jingling plates DJELLABA A tunic, often worn by BERBER around the rim, similar to a men. tambourine. DJEMBE A West African drum, similar to SAWT A bluesy style of Arabic music, a DUMBEK. -
Tutorial) ● Before Using This TRACKFORMER for the First Time, Be Sure to Read the Separate USER’S GUIDE (Basics) to Familiarize Yourself with Basic Operations
EN USER’S GUIDE (Tutorial) ● Before using this TRACKFORMER for the first time, be sure to read the separate USER’S GUIDE (Basics) to familiarize yourself with basic operations. XWPD1-E-2A Contents Names of Controllers Connecting to a and their Functions............... EN-1 Computer ............................. EN-22 Connection Examples...............................................EN-3 Minimum Computer System Requirements ........... EN-22 Connecting TRACKFORMER Sequence Creation Flow....... EN-4 to Your Computer................................................... EN-22 Using MIDI ............................................................. EN-23 1. Getting Ready.......................................................EN-4 Saving and Loading TRACKFORMER Data 2. Creating a Basic Pattern.......................................EN-4 to a Computer and Editing TRACKFORMER 3. Layering ................................................................EN-5 Data on a Computer............................................... EN-23 4. Increasing the Number of Patterns .......................EN-5 5. After You’re Done .................................................EN-5 Appendix .............................. EN-24 Step Sequence List ................................................ EN-24 Effect System......................... EN-6 Pad Set Tone List................................................... EN-25 Pad Tone List ......................................................... EN-28 Sampling Tutorial.................. EN-7 Drum Assignment List ........................................... -
Enhancing Student Perceptions of Middle Eastern People and Culture Through Music, Dance, Folk Literature, Culture, and Virtual Field Trips
Graduate Theses, Dissertations, and Problem Reports 2017 Enhancing Student Perceptions of Middle Eastern People and Culture through Music, Dance, Folk Literature, Culture, and Virtual Field Trips Jason A. Noland Follow this and additional works at: https://researchrepository.wvu.edu/etd Recommended Citation Noland, Jason A., "Enhancing Student Perceptions of Middle Eastern People and Culture through Music, Dance, Folk Literature, Culture, and Virtual Field Trips" (2017). Graduate Theses, Dissertations, and Problem Reports. 6326. https://researchrepository.wvu.edu/etd/6326 This Dissertation is protected by copyright and/or related rights. It has been brought to you by the The Research Repository @ WVU with permission from the rights-holder(s). You are free to use this Dissertation in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you must obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This Dissertation has been accepted for inclusion in WVU Graduate Theses, Dissertations, and Problem Reports collection by an authorized administrator of The Research Repository @ WVU. For more information, please contact [email protected]. Enhancing Student Perceptions of Middle Eastern People & Culture through Music, Dance, Folk Literature, Culture, and Virtual Field Trips. Jason A. Noland Dissertation submitted to the College of Education and Human Services at West Virginia University in partial fulfillment of the requirements for the degree of Doctor of Education In Curriculum & Instruction Joy Faini Saab, Ed.D., Co-Chair Sam Stack, Ph.D., Co-Chair Nathan Sorber, Ph.D. -
Illuminations Concert Program3
FREE LIVE STREAM CONCERT at Tryon Fine Arts Center Arabic & Appalachian Fusion July 24th, 7:30pm River Guerguerian Adib Chebli Bob & Amy Buckingham Carson Moore Program: Prelude- in honor of our partners in Jordan, Petra National Trust: موال الهوى - Mwal Al-Hawa River – doumbek, Adib – oud, vocals, Bob - fiddle زهر التوت - Blackberry Blossom – 1 River – doumbek, Adib – oud, Amy – guitar, Bob – fiddle, Carson – banjo عزيزة - Aziza – 2 River – doumbek, Adib – oud تل السكر - Sugar Hill – 3 Amy – banjo & singing, Bob – fiddle & singing, Carson – mandolin البنت الشلبية - Shalabiyya Girl – 4 River – doumbek, Adib – oud, Amy – mandolin, Bob – guitar, Carson – banjo الجنوب العزيز - Dear Old Dixie – 5 Amy – guitar, Bob – mandolin, Carson – banjo Hey Postman – يا مرسال الراسيل - Ya Mirsal el Maraseel – 6 River – frame drum, Adib – oud سكة الحديد الطويلة - Long Steel Rail – 7 River– riq/tambourine, Adib – oud, Amy – guitar & singing, Bob– banjo & singing, Carson – cello When She Started to Dance - لا بدا يتثنى -Lamma Bada Yatathana – 8 River – frame drum, Adib – oud & singing, Amy – singing وداع الزكي - Elzic’s Farewell – 9 Amy – banjo, Bob – fiddle, Carson – cello A Night of Love - مقدمة ليلة حب - Leylit Hobb – 10 River – doumbek, Adib – oud السرعة الرضية - Ground Speed – 11 Amy – guitar, Bob – mandolin, Carson – banjo شتي يا دنيي - Rain, So That Our Crops May Grow – 12 River – doumbek, Adib – oud, Amy – guitar, Bob – mandolin, Carson – banjo One of the old traditional songs from the fifties of the last century, Jordanians - موال الهوى - Mwal Al-Hawa sang and still sing it at weddings and occasions. A Jordanian artist sang it for the first time on stage in 1976. -
EW Stormdrum 2 User Manual
USER MANUAL 1.0.2 EASTWEST | STORMDRUM 2 IMPORTANT COMPATIBILITY NOTE! Our Revolutionary New Opus Software Engine Our brand new Opus software engine has been years in development, and replaces the Play engine. All EastWest Libraries (with the exception of the original Hollywood Orchestra, the original Hollywood Solo Instruments, and the MIDI Guitar Series) are supported in Opus, allowing them to take advantage of a faster, more powerful, more flexible, and better looking software engine. Opus comes with some incredible new features such as individual instrument down- loads, customized key-switches, new effects for the mixer page, scalable retina user interface upgrades for legacy products, a powerful new script language, and many more features that allow you to completely customize the sound of each instrument. It’s one of the most exciting developments in the history of our company and will be the launching pad for many exciting new products in the future. Using Opus and Play Together Opus and Play are two separate software products, anything you have saved in your projects will still load up inside the saved Play version of the plugins. You can update your current/existing projects to Opus if you so choose, or leave them saved within Play. After purchasing or upgrading to Opus you do not need to use Play, but it may be more convenient to make small adjustments to an older composition in your DAW loading the instruments saved in Play instead of replacing them with Opus. For any new composi- tion, just use Opus. A Note About User Manuals All EastWest Libraries have their own user manuals (like this one) that refer to instru- ments and controls that are specific to their respective libraries, as well as referencing the Play User Manual for controls that are common to all EastWest Libraries.