Dastgāh Piece # 6 for Tar and Fretless Guitar Duo; Then Solo Live Electronics

Total Page:16

File Type:pdf, Size:1020Kb

Dastgāh Piece # 6 for Tar and Fretless Guitar Duo; Then Solo Live Electronics Dastgāh Piece # 6 for Tar and Fretless Guitar duo; then solo Live Electronics. by Rich Perks Dastgāh Piece #6 – Performance notes 1.) Dastgāh system is taken by the Persian musician to internalise the melodies prior to the performance. 2.) Each model from (ii.) is performed by the Tar and Fretless guitar duo, recorded and samples are passed on to the Live Electronics musician. 3.) The Live Electronics artist performs (iii.) as a solo improvisation utilising the material as instructed by the score. This is the final piece. [Note: stages 2 & 3 could well be performed in a live setting back to back as part of one large performance.] NOTE: This collection of modes and melodies are to be practiced & internalised by all improvisers who utilise them within the piece, prior to performance. i.) Dastgāh System Skeletal Melodies and Modes F= Finalis (Final note) >ll = Sori (Slightly sharp) A= Āqāz (Beginning note) l> = Koron (Slightly flat) S = Šāhed (Prominant note) Mode of Darāmad Note: Key signatures pertain to mode and range of Darāmad. (And main mode of Dastgāh) >ll A > F, S l Darāmad >ll Mode of Guše 1 >ll F, A S Guše 1: Gentle >ll Mode of Guše 2 >ll F, A S Guše 2: Energetic >ll Mode of Guše 3 >ll F, A S Guše 3: Erratic >ll Mode of Guše 4 - (As mode of Darāmad - 1 octave higher) >ll > l F, S, A Guše 4: Encompassing l> >ll Forud - Cadential/ Binding section - played at end of Dastgāh. (Based on same mode, range and key centre as Darāmad). Hold trill. >ll l> l> Arbitrary descending melodic patteren with tremelo leads into Forud. F ii.) Miniatures for Tar and Fretless Guitar duo - Peform & Record each of the following miniatures: a.) Darāmad: Introduction Tacet: When ready. Darāmad: Improvise around Darāmad. etc. Build Intensity Tar >ll mf [Note: Tar extemporisation occurs as tradition; Improvise around melody, using specific mode.] mp Enter part-way through Tar's improvisation; SUPPORT Darāmad . Embellish with phrases from Tar improvisation to build intensity as Darāmad develops e.g. Tacet: Tone Row: Play notes freely to provide accompaniment. Repeat notes in order, varing rhythms e.g. Pause on Tar's Long notes initially, with volume swells e.g. final note F. Gtr. >ll p mp mf Time: ll 0'00" 0'30"- 1'00" 3'00" approx. approx. b.) Guše 1: Gentle Enter after guitar Guše 1: Improvise around Guše 1. TACET etc. Tar >ll mf [Note: Tar extemporisation occurs as tradition; Improvise around melody, using specific mode.] mp Conclude improvisation when ready Pulse Figure: Imply pulse but not metronomic. Embelish & Develop; Low register. increasingly metronimic. e.g. Incorporate phrases from Tar improvisation. e.g. TACET 4 Embellish F. Gtr. Fade to >ll 4 silence. mp mp mf ppp Begin to fade once tar is Tacet. Time: ll 0'00" 1'00" 2'00" approx. approx. c.) Guše 2: Energetic Enter shortly after guitar Guše 2: Improvise around Guše 2. etc. TACET Build Intensity >ll Tar f [Note: Tar extemporisation occurs as tradition; Improvise around melody, using specific mode.] mf STOP SUDDENLY Groove: Rhythmic Motif: Create groove around this pattern. Embellish & Develop on repeats using notes from mode of Guše 2 . Low register, Maintain groove e.g. etc. etc. TACET F. Gtr. Develop Build Intensity >ll (Enter first, slightly ahead of Tar) mf f ff Time: ll 0'00" 1'30" approx. d.) Guše 3: Erratic Guše 3: Improvise around Guše 3. etc. TACET Tar >ll Conclude improvisation when ready [Note: Tar extemporisation occurs as tradition; Improvise around melody, using specific mode.] f Enter after tar TACET Harmonic support: SUL D. Long notes with vibrato/ tremelo. Shorten durations & intensify e.g. Shorten durations & intensify e.g. on Tar's (Use notes from mode of Guše 3. Emphasise Finalis and Šāhed) e.g. (Use slides & wide vibrato) etc. pause etc. etc. F. Gtr. >ll F F S mf p Time: ll 0'00" 1'00" approx. e.) Guše 4: Encompassing Interplay x.) Fretless Guitar solo ACCOMPANY solo using this rhythmic pattern: Guše 4: Improvise around Guše 4. etc. Either Percussive or drone ptch TACET Tar Tar >ll mf Guše 4: Improvise around Guše 4. 8 etc. TACET F. Gtr. Free Solo F. Gtr. >ll f 8 (Any register) Time: Open- Start & End together (<2':00"). Time: Open (<2':00") f.) Forud - Cadential/ Binding section - played at end of Dastgāh. (Based on same mode, range and key centre as Darāmad). In unison meet at & hold trill. Tar ll> Descending arbitrary melodic patteren with tremelo e.g. > > l l F In unison meet at & hold trill. >ll F. Gtr. >ll Descending arbitrary melodic patteren with tremelo e.g. > > l l F Time: Open- Start & End together (<2':00"). iii.) Solo Live Electronics – Perform this piece using samples realised from ii.) Darāmad Sample (a.) ≤ 3’00” (Introduce sample (a.), then increase p < mf level of manipulation gradually) Guše 1 Sample (b.) ≤ 2’00” mp < mf > ppp Gentle Forud Sample (f.) ( ) (Descent: Reduce intensity from wherever in improvisation to point of repose. ) ≤ 2’00” (Emulate Tremolo effect ( ) from sample.) FREE SOLO Sample (x.) ≤ 2’00” f Guše 4 Guše 2 Sample (e.) Sample (c.) Interplay ≤ 1’30” ≤ 2’00” mp < mf < ff Energetic Guše 3 Sample (d.) ≤ 1’00” f Erratic Instructions: – Negotiate flow chart according to directions of arrows. – Start at Darāmad and finish at Forud. – Various Guše may be omitted or repeated (where possible) as desired. – Improvise according to Guše descriptor, dynamic and duration indications (bottom right & left of each box). – 10’00” ≤ Duration ≤ 15’00” .
Recommended publications
  • MOLA Guidelines for Music Preparation
    3 MOLA Guidelines for Music Preparation Foreword These guidelines for the preparation of music scores and parts are the result of many hours of discussion regarding the creation and layout of performance material that has come through our libraries. We realize that each music publisher has its own set of guidelines for music engraving. For new or self-published composers or arrangers, we would like to express our thoughts regarding the preparation of performance materials. Using notation so!ware music publishers and professional composers and arrangers are creating scores and parts that are as functional and beautiful as traditionally engraved music. " .pdf (portable document format) is the suggested final file format as it is independent of application so!ware, hardware, and operating system. "ll ma%or notation so!ware has the option to save a file in this format. "s digital storage and distribution of music data files becomes more common, there is the danger that the librarian will be obliged to assume the role of music publisher, expected to print, duplicate, and bind all of the sheet music. &ot all libraries have the facilities, sta', or time to accommodate these pro%ects, and while librarians can advise on the format and layout of printed music, they should not be expected to act as a surrogate publisher. The ma%ority of printed music is now produced using one of the established music notation so!ware programs. (ome of the guidelines that follow may well be implemented in such programs but the so!ware user, as well as anyone producing material by hand, will still find them beneficial.
    [Show full text]
  • 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 ..............................................................
    [Show full text]
  • Objectives by Grade Instrumental Music
    Instrumental Music - Strings Objectives by Grade Component Objective Grade 10 1 Students will be able to perform the following bowing techniques: spiccato and col légno bowstroke. 2 Students will be able to perform by memory major scales in the keys of C, G, D, A, E, F, Bb, Eb, and Ab using the PMEA audition scale pattern. 3 Students will be able to perform by memory a one octave chromatic scale. Students will be able to perform by memory a chromatic scale. Violins: G-G, Viola/Cello: C-C, String Bass: E-E 4 Students will be able to count and clap rhythms in simple, compound and asymmetrical meters (2/4, 3/4, 4/4, 6/4, 3/8, 6/8, 9/8, 12/8, 5/4, 7/4, 5/8, 7/8) up to and including eighth notes. 5 Students will demonstrate an understanding of note and rest values from whole notes through thirty-second notes through verbal and written responses and performance. 7 The student will correctly define forty of the "Principal Terms Used In Music." 8 Student will perform ensemble literature using appropriate clefs in the concert keys of Bb, F, C, G, D and A in 2/4, 3/4, 4/4, 5/4, cut time, and 6/8 meters 9 Student will demonstrate balance, blend, and intonation within section and between sections 10 Student will perform ensemble literature with note/pitch accuracy, rhythmic accuracy and stability, appropriate style, accurate phrasing, with dynamic contrast 11 Sightread ensemble literature using appropriate clefs in the concert keys of Bb, F, C, G, D and A in 2/4, 3/4, 4/4, 5/4, cut time, and 6/8 meters.
    [Show full text]
  • A Virtual Score Platform for Networked Musical Performance
    INDRA: A VIRTUAL SCORE PLATFORM FOR NETWORKED MUSICAL PERFORMANCE Drake Andersen Vassar College Poughkeepsie, NY, USA [email protected] platforms grapples effectively with the challenges of syn- ABSTRACT chronizing notation across a network. However, virtual scores are also an opportunity to explore alternative, more This paper introduces Indra, a Max-based virtual score flexible models for the selection and distribution of nota- platform for networked musical performance. Indra allows tion in performance. a conductor to improvise with an ensemble over a local Indra is a Max-based virtual score platform for net- area network by determining the notation that appears on worked musical performance that allows a conductor to performers’ screens in real time. Musical compositions for improvise with an ensemble of any size by determining the the Indra platform consist of short encoded or image-based notation that appears on performers’ screens in real time.1 notation clips that are tagged with customizable metadata Unlike many other virtual score platforms, Indra is in- corresponding to musical qualities. The conductor uses the tended to support a wide range of aesthetic and stylistic metadata to filter clips, determining the general qualities possibilities through its flexible interface, robust notation of the musical texture while the software cycles through support, and customizable metadata and tagging systems. clips that meet the filter criteria. Indra is designed to be Indra is designed to be accessible and adaptable so that accessible and adaptable for musicians working in diverse musicians without previous experience can quickly learn styles and numerous performance contexts. to use the software and organize performances inde- pendently.
    [Show full text]
  • Compositional and Analytic Applications of Automated Music Notation Via Object-Oriented Programming
    UC San Diego UC San Diego Electronic Theses and Dissertations Title Compositional and analytic applications of automated music notation via object-oriented programming Permalink https://escholarship.org/uc/item/3kk9b4rv Author Trevino, Jeffrey Robert Publication Date 2013 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA, SAN DIEGO Compositional and Analytic Applications of Automated Music Notation via Object-oriented Programming A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Music by Jeffrey Robert Trevino Committee in charge: Professor Rand Steiger, Chair Professor Amy Alexander Professor Charles Curtis Professor Sheldon Nodelman Professor Miller Puckette 2013 Copyright Jeffrey Robert Trevino, 2013 All rights reserved. The dissertation of Jeffrey Robert Trevino is approved, and it is acceptable in quality and form for publication on mi- crofilm and electronically: Chair University of California, San Diego 2013 iii DEDICATION To Mom and Dad. iv EPIGRAPH Extraordinary aesthetic success based on extraordinary technology is a cruel deceit. —-Iannis Xenakis v TABLE OF CONTENTS Signature Page .................................... iii Dedication ...................................... iv Epigraph ....................................... v Table of Contents................................... vi List of Figures .................................... ix Acknowledgements ................................. xii Vita .......................................... xiii Abstract of the Dissertation . xiv Chapter 1 A Contextualized History of Object-oriented Musical Notation . 1 1.1 What is Object-oriented Programming (OOP)? . 1 1.1.1 Elements of OOP . 1 1.1.2 ANosebleed History of OOP. 6 1.2 Object-oriented Notation for Composers . 12 1.2.1 Composition as Notation . 12 1.2.2 Generative Task as an Analytic Framework . 13 1.2.3 Computational Models of Music/Composition .
    [Show full text]
  • The Following Is a Glossary of Terms, Some of Which You Won't Readily Find
    Communicating with the Band in Their Vocabulary The following is a glossary of terms, some of which you won’t readily find in music textbooks. These are practical, on-the-job, day-to-day terms you will want to know in the real world of performing and singing on stage. These will aid you greatly in communicating with the band in their language. A Capella – Singing alone or unaccompanied, literally in a chapel style, i.e., vocal music without instrumental accompaniment. This can be another good style in the singer’s palette of colors. Accelerando - Means to speed up the music at this point little by little. Ad Lib - Also means rubato and colla voce. This is music that is played out of tempo or out of time where the musicians follow the singer word for word. This also means that in rubato sections of your "Do-it-yourself' charts, you MUST write all the lyrics so that your musicians can follow your words. Otherwise, they haven't the slightest idea where you are at any given point in an ad-lib section. (All music is either in some tempo or it is not.) Agent - One who actually finds you work and books your act. Arrangement - A completely original musical interpretation of a song arranged for one or more pieces of a band. A & R Man - Stands for Artists and Repertoire. This is the person at a record company who listens to your original demos or cassettes for possible consideration of a record deal. Back Beat - Traditionally, beats two and four of a 4/4 repeating pattern.
    [Show full text]
  • PREAMBLE for a SOLEMN OCCASION Aaron Copland
    The United States Army Field Band The Musical Ambassadors of the Army Washington, DC An Educator’s Guide to the Music of Aaron Copland PREAMBLE FOR A SOLEMN OCCASION Aaron Copland PICCOLO • Measures 78–80 (first version) or 76–78 (second version): Leave out the Piccolo part. This part doubles the Flute an octave higher. As a result of thin scoring and distance of players from each other, this passage is very difficult to play quietly enough and be in tune. FLUTE • Measures 78–80 (first version) or 76–78 (second version): Experiment with alternate fingerings to match pitch with the Trumpet CLARINET 1st Clarinet • Cut to half section in all tutti altissimo parts, i.e., measures 15–33 2nd Clarinet • Measures 63–64: Do not play the descending line • Measures 18, 21, 24, and 27: TACET • Measure 69: Delete 3/2 time signature ALTO CLARINET • Measures 69–72: This section is in unison with Bass Clarinet, Alto Saxophone, and 1st Bassoon. It is written high for all three instruments, so intonation can be a problem. This passage needs to be isolated so the players can adjust. It may be wise to leave out the Bassoon, as it is covered in other parts. An Educator’s Guide... 1 Preamble for a Solemn Occasion BASSOON • Measures 69–71: Watch intonation between 1st and 2nd Bassoons SAXOPHONE • Alto Saxophone, measures 69–72: perform with one Alto Saxophone only. Intonation between the Alto Saxophone, Tenor Saxophone, Bassoon, Alto Clarinet, and Bass Clarinet is difficult, but critical to this passage. Isolate and rehearse this section until intonation is satisfactory.
    [Show full text]
  • Lady in the Dark
    The Kurt Weill Edition Series I — Stage Series II — Concert Series III — Screen Series IV — Miscellanea Editorial Board Tim Carter Joel Galand Edward Harsh Stephen Hinton Kim H. Kowalke Giselher Schubert Managing Editor Elmar Juchem Lady in the Dark A Musical Play in Two Acts Book by Moss Hart Music and Lyrics by Kurt Weill and Ira Gershwin CRITICAL REPORT Series I, Volume 16 Edited by bruce d. mcclung and Elmar Juchem Kurt Weill Foundation for Music, Inc. / New York European American Music Corporation / New York Kurt Weill Foundation for Music, Inc., New York, New York European American Music Corporation, New York, New York Lady in the Dark Book by Moss Hart; Music and Lyrics by Kurt Weill and Ira Gershwin This Critical Edition Copyright © 2017 by The Kurt Weill Foundation for Music, Inc. All Rights Reserved Published 2017 Printed in Austria by Plöchl Druck GmbH O The paper in this publication meets the minimum requirements of American National Standard for Information Sciences—Permanence of Paper for Printed Library Materials, ANSI Z39.48-1984. ISBN 978-1-62721-901-3 CONTENTS List of Sources and Sigla 7 Statement of Source Valuation and Usage 9 Commentary: General Issues 17 Critical Notes 21 Source Descriptions 127 Abbreviations 135 Kurt Weill Edition Personnel 136 Credits and Acknowledgments for this Volume 137 LIST OF SOURCES AND SIGLA SOURCES ADDITIONAL MATERIALS Full Score Format Drafts Fh Holograph full score (1940–41) Dh Holograph drafts and sketches (1940–41) Fh(R) Photostat copy of Fh (before 1948) Fh-misc Three items separated
    [Show full text]
  • AU's LE BERGER Fideole: an ANALYSIS for PERFORMANCE
    RAKV1;AU'S LE BERGER FIDEoLE: AN ANALYSIS FOR PERFORMANCE THESIS Presented to the Graduate Council of the North Texas State University in Partial Fulfillment of the Requirements For the Degree of MASTER OF MUSIC By Lillian Lucille Loe Denton, Texas December, 1972 Loe, Lillian Lucille, Rameau's Le Berger Fidele: An Analysis for Performance, Master of Music (Voice), December, 1972, 102 pp., 4 tables, 15 illustrations, bibliography, 47 titles. It is assumed that the performer of Le Berger Fidele will be capable of a more accurate performance and a more historically authoritative interpretation if he thoroughly understands all musical aspects of the cantata. Due to the lack of written directions from earlier composers, it is important that the performer research the period, composer, and composition to insure a more accurate, interpretive per- formance. The first chapter delves into the life and works of Rameau. The second chapter follows the development of the French solo cantata from the beginning of the art song to its culmination. Ornaments peculiar to French cantata are dis- cussed in the third chapter. In Chapter IV each pair of recitative and aria is examined and analyzed according to form, harmony, rhythm, melody (including phrasing), dynamics and ornaments, and instrumentation. The cantata is built up in a succession of three arias. Each aria is da capo in form and is preceded by a recitative and an instrumental introduction. Each air is concluded with an instrumental postlude. The instruments (first and second violins, cello, and harpsichord) play an integral part throughout the cantata. The interludes establish or change moods.
    [Show full text]
  • Common Musical Terms (CMA Year 4, 10 New Terms)
    Common Musical Terms (CMA year 4, 10 new terms) NOTE: Words marked with an asterisk (*) are new terms for year 4. DYNAMICS/EXPRESSION (12) Term Symbol Definition Crescendo cresc. Gradually louder Decrescendo decresc. Gradually softer Diminuendo dim. Gradually softer Forte f Full, loud Forte-piano fp Loud followed by soft Fortissimo ff Very full, loud Mezzo Forte mf Moderately loud Mezzo piano mp Moderately soft Niente Nothing, barely audible Pianissimo pp Very softly Piano p Softly Sforzando sfz Sudden accent ARTICULATION/STYLE (12) Accent ^ or > Emphasis on attack of note Cantabile In a singing or vocal style Dolce Gently, sweetly Espressivo Expressive, with expression Legato Smooth, connected Maestoso Majestic Marcato marc. Marked, emphasized Pesante Heavy, weighty, with emphasis Slur Connects two or more different notes indicating they should be played or sung in one breath or articulation. *Grandioso With Grandeur Staccato . Detached, separated Tenuto - Sustained, full value Tie Connects notes of the same pitch indicating the rhythmic values should be added together. TEMPO (13) A Tempo Return to the original tempo Accelerando Accel. Gradually faster Adagio Slow Allegro Cheerful; fast Andante Moderately slow, like a walking speed Fermata Prolonged beyond its normal duration Largo Broad Moderato Moderate Presto Very fast, ie., faster than allegro Rallentando Rall. Slowing down Ritardando Rit. Gradually slower Rubato The expressive alteration of rhythm or tempo. Tempo The speed or pacing of a composition *Tempo Primo At the original tempo Vivace Lively, brisk, ie., allegro or faster FORM (8) Al fine To the end Bar line Separates music into measures Coda Ending section of a piece Da capo D.C.
    [Show full text]
  • K-12 Music Curriculum
    Fine Arts: K-12 Music Curriculum August 2017 2 TABLE OF CONTENTS Fine Arts Music Curriculum Review Committee 2016-17 ...................................................................................................... 5 Philosophical Foundations and Lifelong Goals. .......................................................................................................................... 6 Mission and Vision .................................................................................................................................................................................. 7 Meeting Diverse Student Needs......................................................................................................................................................... 8 Technology and Library Media .......................................................................................................................................................... 8 Indian Education for All ........................................................................................................................................................................ 9 Teaching About Controversial Issues ............................................................................................................................................ 11 Grades K-5 General Music Kindergarten ................................................................................................................................................. 13 General Music Grade 1 ............................................................................................................................................................
    [Show full text]
  • Elements of Music
    GCSE Music DR SMITH Definitions Elements of Music & Listening and Appraising Support DR SMITH Definitions D Dynamics – Volume in music e.g. Loud (Forte) & Quiet (Piano). Duration – The length of notes, how many beats they last for. Link this to the time signature and how many beats in the bar. R Rhythm – The effect created by combining a variety of notes with different durations. Consider syncopation, cross rhythms, polyrhythm’s, duplets and triplets. S Structure – The overall plan of a piece of music e.g Ternary ABA and Rondo ABACAD, verse/chorus. M Melody – The effect created by combining a variety of notes of different pitches. Consider the movement e.g steps, skips, leaps. Metre – The number of beats in a bar e.g 3/4, 6/8 consider regular and irregular time signatures e.g. 4/4, 5/4. I Instrumentation – The combination of instruments that are used, consider articulation and timbre e.g staccato, legato, pizzicato. T Texture – The different layers in a piece of Music e.g polyphonic, monophonic, thick, thin. Tempo – The speed of the music e.g. fast (Allegro), Moderate (Andante), & slow (Lento / Largo). Timbre – The tone quality of the music, the different sound made by the instruments used. Tonality – The key of a piece of music e.g Major (happy), Minor (sad), atonal. H Harmony – How notes are combined to build up chords. Consider concords and discords. Elements of Music – Music Vocabulary Dynamics - Volume Fortissimo (ff) – Very loud Forte (f) – Loud Mezzo Forte (mf) – Moderately loud Mezzo Piano (mp) – Moderately quiet Piano (p) – Quiet Pianissimo (pp) – Very quiet Crescendo (Cresc.) - Gradually getting louder Diminuendo (Dim.) - Gradually getting quieter Subito/Fp – Loud then suddenly soft Dynamics - Listening Is the music loud or quiet? Are the changes sudden or gradual? Does the dynamic change often? Is there use of either a sudden loud section or note, or complete silence? Is the use of dynamics linked to the dramatic situation? If so, how does it enhance it? Duration/Rhythm (length of notes etc.) Note values e.g.
    [Show full text]