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7Th GRADE ORCHESTRA 7Th Grade Orchestra Is Offered to All Students Who Have Completed Fairfield Orchestra Skill Level III
7th GRADE ORCHESTRA 7th grade Orchestra is offered to all students who have completed Fairfield Orchestra Skill Level III. Instruction emphasizes instrumental techniques, ensemble rehearsal and performance techniques, and music reading. All orchestra students will receive a small group homogenous lesson once each week. Lessons will take place during the school day on a rotating pull-out basis with the orchestra director or FPS music teacher specializing in orchestra. Recommended lesson size is no more than 6 students. Homework for this class includes regular, consistent practice on assigned lesson and ensemble music. Participation in the Winter and Spring evening curricular concerts is expected and integral for successful completion of this class. 7th grade orchestra is a full year class that meets three times per week. Students electing Orchestra/Chorus will rehearse once per week in Chorus, and twice per week with an Orchestra class. Course Overview All students in the Fairfield Orchestra Program progress Course Goals Artistic Processes through an Ensemble Sequence and instrument specific Students will have the ability to understand • Create Skill Levels. and engage with music in a number of • Perform different ways, including the creative, • Respond Fairfield’s Orchestra Program Ensemble Sequence responsive and performative artistic • Connect processes. They will have the ability to Grade/Course Instrument Ensemble Sequence perform music in a manner that illustrates Anchor Standards Skill Level Marker careful preparation and reflects an • Select, analyze, and 4th Grade Novice understanding and interpretation of the I interpret artistic work for Orchestra selection. They will be musically literate. presentation. 5th Grade Novice II • Develop and refine artistic Orchestra Students will be artistically literate: they will techniques and work for th 6 Grade Intermediate have the knowledge and understanding presentation. -
The Science of String Instruments
The Science of String Instruments Thomas D. Rossing Editor The Science of String Instruments Editor Thomas D. Rossing Stanford University Center for Computer Research in Music and Acoustics (CCRMA) Stanford, CA 94302-8180, USA [email protected] ISBN 978-1-4419-7109-8 e-ISBN 978-1-4419-7110-4 DOI 10.1007/978-1-4419-7110-4 Springer New York Dordrecht Heidelberg London # Springer Science+Business Media, LLC 2010 All rights reserved. This work may not be translated or copied in whole or in part without the written permission of the publisher (Springer Science+Business Media, LLC, 233 Spring Street, New York, NY 10013, USA), except for brief excerpts in connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed is forbidden. The use in this publication of trade names, trademarks, service marks, and similar terms, even if they are not identified as such, is not to be taken as an expression of opinion as to whether or not they are subject to proprietary rights. Printed on acid-free paper Springer is part of Springer ScienceþBusiness Media (www.springer.com) Contents 1 Introduction............................................................... 1 Thomas D. Rossing 2 Plucked Strings ........................................................... 11 Thomas D. Rossing 3 Guitars and Lutes ........................................................ 19 Thomas D. Rossing and Graham Caldersmith 4 Portuguese Guitar ........................................................ 47 Octavio Inacio 5 Banjo ...................................................................... 59 James Rae 6 Mandolin Family Instruments........................................... 77 David J. Cohen and Thomas D. Rossing 7 Psalteries and Zithers .................................................... 99 Andres Peekna and Thomas D. -
New International Manual of Braille Music Notation by the Braille Music Subcommittee World Blind Union
1 New International Manual Of Braille Music Notation by The Braille Music Subcommittee World Blind Union Compiled by Bettye Krolick ISBN 90 9009269 2 1996 2 Contents Preface................................................................................ 6 Official Delegates to the Saanen Conference: February 23-29, 1992 .................................................... 8 Compiler’s Notes ............................................................... 9 Part One: General Signs .......................................... 11 Purpose and General Principles ..................................... 11 I. Basic Signs ................................................................... 13 A. Notes and Rests ........................................................ 13 B. Octave Marks ............................................................. 16 II. Clefs .............................................................................. 19 III. Accidentals, Key & Time Signatures ......................... 22 A. Accidentals ................................................................ 22 B. Key & Time Signatures .............................................. 22 IV. Rhythmic Groups ....................................................... 25 V. Chords .......................................................................... 30 A. Intervals ..................................................................... 30 B. In-accords .................................................................. 34 C. Moving-notes ............................................................ -
Pipa by Moshe Denburg.Pdf
Pipa • Pipa [ Picture of Pipa ] Description A pear shaped lute with 4 strings and 19 to 30 frets, it was introduced into China in the 4th century AD. The Pipa has become a prominent Chinese instrument used for instrumental music as well as accompaniment to a variety of song genres. It has a ringing ('bass-banjo' like) sound which articulates melodies and rhythms wonderfully and is capable of a wide variety of techniques and ornaments. Tuning The pipa is tuned, from highest (string #1) to lowest (string #4): a - e - d - A. In piano notation these notes correspond to: A37 - E 32 - D30 - A25 (where A37 is the A below middle C). Scordatura As with many stringed instruments, scordatura may be possible, but one needs to consult with the musician about it. Use of a capo is not part of the pipa tradition, though one may inquire as to its efficacy. Pipa Notation One can utilize western notation or Chinese. If western notation is utilized, many, if not all, Chinese musicians will annotate the music in Chinese notation, since this is their first choice. It may work well for the composer to notate in the western 5 line staff and add the Chinese numbers to it for them. This may be laborious, and it is not necessary for Chinese musicians, who are quite adept at both systems. In western notation one writes for the Pipa at pitch, utilizing the bass and treble clefs. In Chinese notation one utilizes the French Chevé number system (see entry: Chinese Notation). In traditional pipa notation there are many symbols that are utilized to call for specific techniques. -
Instrument List
Instrument List Africa: Europe: Kora, Domu, Begana, Mijwiz 1, Mijwiz 2, Arghul, Celtic & Wire Strung Harps, Mandolins, Zitter, Ewe drum collection, Udu drums, Doun Doun Collection of Recorders, Irish and other whistles, drums, Talking drums, Djembe, Mbira, Log drums, FDouble Flutes, Overtone Flutes, Sideblown Balafon, and many other African instruments. Flutes, Folk Flutes, Chanters and Bagpipes, Bodran, Hang drum, Jews harps, accordions, China: Alphorn and many other European instruments. Erhu, Guzheng, Pipa, Yuequin, Bawu, Di-Zi, Guanzi, Hulusi, Sheng, Suona, Xiao, Bo, Darangu Middle East: Lion Drum, Bianzhong, Temple bells & blocks, Oud, Santoor, Duduk, Maqrunah, Duff, Dumbek, Chinese gongs & cymbals, and various other Darabuka, Riqq, Zarb, Zills and other Middle Chinese instruments. Eastern instruments. India: North America: Sitar, Sarangi, Tambura, Electric Sitar, Small Banjo, Dulcimer, Zither, Washtub Bass, Native Zheng, Yuequin, Bansuris, Pungi Snake Charmer, Flute, Fife, Bottle Blows, Slide Whistle, Powwow Shenai, Indian Whistle, Harmonium, Tablas, Dafli, drum, Buffalo drum, Cherokee drum, Pueblo Damroo, Chimtas, Dhol, Manjeera, Mridangam, drum, Log drum, Washboard, Harmonicas Naal, Pakhawaj, Tamte, Tasha, Tavil, and many and more. other Indian instruments. Latin America: Japan: South American & Veracruz Harps, Guitarron, Taiko Drum collection, Koto, Shakuhachi, Quena, Tarka, Panpipes, Ocarinas, Steel Drums, Hichiriki, Sanshin, Shamisen, Knotweed Flute, Bandoneon, Berimbau, Bombo, Rain Stick, Okedo, Tebyoshi, Tsuzumi and other Japanese and an extensive Latin Percussion collection. instruments. Oceania & Australia: Other Asian Regions: Complete Jave & Bali Gamelan collections, Jobi Baba, Piri, Gopichand, Dan Tranh, Dan Ty Sulings, Ukeleles, Hawaiian Nose Flute, Ipu, Ba,Tangku Drum, Madal, Luo & Thai Gongs, Hawaiian percussion and more. Gedul, and more. www.garritan.com Garritan World Instruments Collection A complete world instruments collection The world instruments library contains hundreds of high-quality instruments from all corners of the globe. -
Composers' Bridge!
Composers’ Bridge Workbook Contents Notation Orchestration Graphic notation 4 Orchestral families 43 My graphic notation 8 Winds 45 Clefs 9 Brass 50 Percussion 53 Note lengths Strings 54 Musical equations 10 String instrument special techniques 59 Rhythm Voice: text setting 61 My rhythm 12 Voice: timbre 67 Rhythmic dictation 13 Tips for writing for voice 68 Record a rhythm and notate it 15 Ideas for instruments 70 Rhythm salad 16 Discovering instruments Rhythm fun 17 from around the world 71 Pitch Articulation and dynamics Pitch-shape game 19 Articulation 72 Name the pitches – part one 20 Dynamics 73 Name the pitches – part two 21 Score reading Accidentals Muddling through your music 74 Piano key activity 22 Accidental practice 24 Making scores and parts Enharmonics 25 The score 78 Parts 78 Intervals Common notational errors Fantasy intervals 26 and how to catch them 79 Natural half steps 27 Program notes 80 Interval number 28 Score template 82 Interval quality 29 Interval quality identification 30 Form Interval quality practice 32 Form analysis 84 Melody Rehearsal and concert My melody 33 Presenting your music in front Emotion melodies 34 of an audience 85 Listening to melodies 36 Working with performers 87 Variation and development Using the computer Things you can do with a Computer notation: Noteflight 89 musical idea 37 Sound exploration Harmony My favorite sounds 92 Harmony basics 39 Music in words and sentences 93 Ear fantasy 40 Word painting 95 Found sound improvisation 96 Counterpoint Found sound composition 97 This way and that 41 Listening journal 98 Chord game 42 Glossary 99 Welcome Dear Student and family Welcome to the Composers' Bridge! The fact that you are being given this book means that we already value you as a composer and a creative artist-in-training. -
Ames High School Music Department Orchestra Course Level Expectations Grades 10-12 OR.PP Position/Posture OR.PP.1 Understands An
Ames High School Music Department Orchestra Course Level Expectations Grades 10-12 OR.PP Position/Posture OR.PP.1 Understands and demonstrates appropriate playing posture without prompts OR.PP.2 Understands and demonstrates correct finger/hand position without prompts OR.AR Articulation OR.AR.1 Interprets and performs combinations of bowing at an advanced level [tie, slur, staccato, hooked bowings, loure (portato) bowing, accent, spiccato, syncopation, and legato] OR.AR.2 Interprets and performs Ricochet, Sul Ponticello, and Sul Tasto bowings at a beginning level OR.TQ Tone Quality OR.TQ.1 Produces a characteristic tone at the medium-advanced level OR.TQ.2 Defines and performs proper ensemble balance and blend at the medium-advanced level OR.RT Rhythm/Tempo OR.RT.1 Defines and performs rhythm patterns at the medium-advanced level (quarter note/rest, half note/rest, eighth note/rest, dotted eighth note, dotted half note, whole note/rest, dotted quarter note, sixteenth note) OR.RT.2 Defines and performs tempo markings at a medium-advanced level (Allegro, Moderato, Andante, Ritardando, Lento, Andantino, Maestoso, Andante Espressivo, Marziale, Rallantando, and Presto) OR.TE Technique OR.TE.1 Performs the pitches and the two-octave major scales for C, G, D, A, F, Bb, Eb; performs the pitches and the two-octave minor scales for A, E, D, G, C; performs the pitches and the one-octave chromatic scale OR.TE.2 Demonstrates and performs pizzicato, acro, and left-hand pizzicato at the medium-advanced level OR.TE.3 Demonstrates shifting at the intermediate -
Active Damping of a Vibrating String
Active damping of a vibrating string Edgar J. Berdahl a Julius O. Smith III b Adrian Freed c Center for Computer Research Center for Computer Research Center for New Music and in Music and Acoustics in Music and Acoustics Audio Technologies (CNMAT) (CCRMA) (CCRMA) University of California Stanford University Stanford University 1750 Arch St. Stanford, CA Stanford, CA Berkeley, CA 94305-8180 94305-8180 94709 USA USA USA ABSTRACT This paper presents an investigation of active damping of the vertical and horizontal transverse modes of a rigidly-terminated vibrating string. A state-space model that emulates the behavior of the string is introduced, and we explain the theory behind band pass filter control and proportional-integral-derivative (PID) control as applied to a vibrating string. After describing the characteristics of various actuators and sensors, we motivate the choice of collocated electromagnetic actuators and a multi- axis piezoelectric bridge sensor. Integral control is shown experimentally to be capable of damping the string independently of the fundamental frequency. Finally, we consider the difference between damping the energy in only one transverse axis, versus simultaneously damping the energy in both the vertical and horizontal transverse axes. 1 INTRODUCTION The study of modal stimulation is the study of actively controlling the vibrating structures in a musical instrument with the intent of altering its musical behavior [1]. Although it is possible to design an instrument such that many aspects are easily controllable, this study applies control engineering to a core component found in many mainstream instruments, the vibrating string. As a result, the actively-controlled instrument is accessible to many musicians; however, this approach makes the control task more challenging because the large number of resonances is not ideal from a control perspective. -
Music Braille Code, 2015
MUSIC BRAILLE CODE, 2015 Developed Under the Sponsorship of the BRAILLE AUTHORITY OF NORTH AMERICA Published by The Braille Authority of North America ©2016 by the Braille Authority of North America All rights reserved. This material may be duplicated but not altered or sold. ISBN: 978-0-9859473-6-1 (Print) ISBN: 978-0-9859473-7-8 (Braille) Printed by the American Printing House for the Blind. Copies may be purchased from: American Printing House for the Blind 1839 Frankfort Avenue Louisville, Kentucky 40206-3148 502-895-2405 • 800-223-1839 www.aph.org [email protected] Catalog Number: 7-09651-01 The mission and purpose of The Braille Authority of North America are to assure literacy for tactile readers through the standardization of braille and/or tactile graphics. BANA promotes and facilitates the use, teaching, and production of braille. It publishes rules, interprets, and renders opinions pertaining to braille in all existing codes. It deals with codes now in existence or to be developed in the future, in collaboration with other countries using English braille. In exercising its function and authority, BANA considers the effects of its decisions on other existing braille codes and formats, the ease of production by various methods, and acceptability to readers. For more information and resources, visit www.brailleauthority.org. ii BANA Music Technical Committee, 2015 Lawrence R. Smith, Chairman Karin Auckenthaler Gilbert Busch Karen Gearreald Dan Geminder Beverly McKenney Harvey Miller Tom Ridgeway Other Contributors Christina Davidson, BANA Music Technical Committee Consultant Richard Taesch, BANA Music Technical Committee Consultant Roger Firman, International Consultant Ruth Rozen, BANA Board Liaison iii TABLE OF CONTENTS ACKNOWLEDGMENTS .............................................................. -
Power Tab Editor ❍ Appendix B - FAQ - a Collection of Frequently Asked Questions About the Power Tab Editor
Help Topics ● Introduction - Program overview and requirements ● What's New? - Program Version history; what was fixed and/or added in each version of the program ● Quick Steps To Creating A New Score - A simple guide to creating a Power Tab Score ● Getting Started ❍ Toolbars - Information on showing/hiding toolbars ❍ Creating A New Power Tab File - Information on how to create a new file ❍ The Score Layout - Describes how each Power Tab Score is laid out ❍ Navigating In Power Tab - Lists the different ways that you can traverse through a Power Tab score. ❍ The Status Bar - Description of what each pane signifies in the status bar. ● Sections and Staves ❍ What Is A Section? - Information on the core component used to construct Power Tab songs ❍ Adding A New Section - Information on how to add a new section to the score ❍ Attaching A Staff To A Section - Describes how attach a staff to a section so multiple guitar parts can be transcribed at the same time ❍ Changing The Number Of Tablature Lines On A Staff - Describes how to change the number of tablature staff lines on an existing staff ❍ Inserting A New Section - Describes how to insert a section within the score (as opposed to adding a section to the end of a score) ❍ Removing A Section Or Staff - Describes how to remove a section or staff from the score ❍ Position Width and Line Height - Describes how to change the width between positions and the distance between lines on the tablature staves ❍ Fills - Not implemented yet ● Song Properties ❍ File Information - How to edit the score -
Plainchant Tradition*
Some Observations on the "Germanic" Plainchant Tradition* By Alexander Blachly Anyone examining the various notational systems according to which medieval scribes committed the plainchant repertory to written form must be impressed both by the obvious relatedness of the systems and by their differences. There are three main categories: the neumatic notations from the ninth, tenth, and eleventh centuries (written without a staff and incapable, therefore, of indicating precise pitches);1 the quadratic nota tion in use in Italy, Spain, France, and England-the "Romanic" lands from the twelfth century on (this is the "traditional" plainchant notation, written usually on a four-line staff and found also in most twentieth century printed books, e.g., Liber usualis, Antiphonale monasticum, Graduale Romanum); and the several types of Germanic notation that use a staff but retain many of the features of their neumatic ancestors. The second and third categories descended from the first. The staffless neumatic notations that transmit the Gregorian repertory in ninth-, tenth-, and eleventh-century sources, though unlike one another in some important respects, have long been recognized as transmitting the same corpus of melodies. Indeed, the high degree of concordance between manuscripts that are widely separated by time and place is one of the most remarkable aspects the plainchant tradition. As the oldest method of notating chant we know,2 neumatic notation compels detailed study; and the degree to which the neumatic manuscripts agree not only • I would like to thank Kenneth Levy, Alejandro Plan chart, and Norman Smith for reading this article prior to publication and for making useful suggestions for its improve ment. -
Musical Texture and Expressivity Features for Music Emotion Recognition
MUSICAL TEXTURE AND EXPRESSIVITY FEATURES FOR MUSIC EMOTION RECOGNITION Renato Panda Ricardo Malheiro Rui Pedro Paiva CISUC – Centre for Informatics and Systems, University of Coimbra, Portugal {panda, rsmal, ruipedro}@dei.uc.pt ABSTRACT (e.g., [14], [15]) and MIREX Audio Mood Classification (AMC) comparison1 results from 2007 to 2017 are still not We present a set of novel emotionally-relevant audio fea- accurate enough in easier classification problems with four tures to help improving the classification of emotions in to five emotion classes, let alone higher granularity solu- audio music. First, a review of the state-of-the-art regard- tions and regression approaches, showing a glass ceiling in ing emotion and music was conducted, to understand how MER system performances [13]. the various music concepts may influence human emo- Many of the audio features applied currently in MER tions. Next, well known audio frameworks were analyzed, were initially proposed to solve other information retrieval assessing how their extractors relate with the studied mu- problems (e.g. MFCCs and LPCs in speech recognition sical concepts. The intersection of this data showed an un- [16]) and may lack emotional relevance. Therefore, we hy- balanced representation of the eight musical concepts. pothesize that, in order to advance the MER field, part of Namely, most extractors are low-level and related with the effort needs to focus on one key problem: the design of tone color, while musical form, musical texture and ex- novel audio features that better capture emotional content pressive techniques are lacking. Based on this, we devel- in music, currently left out by existing features.