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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 . -
Qt4ps201qm.Pdf
UC Irvine ArtsBridge America Title Mapping the Beat: A History and Geography through Music Curriculum at the University of California San Diego, ArtsBridge America Program - Ancient Civilizations for 6th Grade Permalink https://escholarship.org/uc/item/4ps201qm Authors Scholl, Jennifer, Coordinator Baker, James Boyer, William et al. Publication Date 2002 Supplemental Material https://escholarship.org/uc/item/4ps201qm#supplemental eScholarship.org Powered by the California Digital Library University of California Mapping the Beat A history and geography through music curriculum For Sixth Grade Ancient Civilizations Teacher’s Guide This curriculum was developed by UCSD ArtsBridge America and sponsored by The National Geographic Society Education Foundation. 1 Table of Contents Introduction .......................................................................................... 3 Lesson #1 Overview.................................................................................. 5 Lesson #2 Egypt I .................................................................................. 13 Lesson #3 Egypt II ................................................................................. 29 Lesson #4 Egypt III ................................................................................ 38 Lesson #5 India I .................................................................................. 45 Lesson #6 Greece I ................................................................................. 53 2 Introduction With the current state of restrictive -
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 History Lecture Notes Antiquity & Mythology 18,000 BC – 146 BC
Music History Lecture Notes Antiquity & Mythology 18,000 BC – 146 BC This presentation is intended for the use of current students in Mr. Duckworth’s Music History course as a study aid. Any other use is strictly forbidden. Copyright, Ryan Duckworth 2010 Images used for educational purposes under the TEACH Act (Technology, Education and Copyright Harmonization Act of 2002). All copyrights belong to their respective copyright holders, The Earliest Music The Prehistory of Music • Considered to be a part of humanity • We don’t know when structured music began – but we have evidence that it existed 1000s of years ago • Most early cultures referred to music in their earliest writings The Prehistory of Music Note Taking Tips! You don’t have to write every single word. Use abbreviations for commonly used words • Considered to be a part of humanity • We don’t know when structured music began – but we have evidence that it existed 1000s of years ago • Most early cultures refer red to music in their earliest writings Origins of Music in Antiquity • by accident or divinely inspired • pan-cultural (across many cultures) • associated with supernatural, religion, medicine, fertility • Possibly as early as 18,000 BC • 3000 BC music notation in Hebrew scrolls • Understandable notation from Hurians in 1400 BC Ancient Egyptian Music • Proof of music during the Pharonic periods – Probably was around much earlier • Professional Musicians held many posts – Temple, palace, battlefield gods of music designate importance – Associated with music, dance, & fertility -
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 -
Appendix • Apéndice • Anhang • Appendice • Appendix • Appendice
CTK4000APPENDWL1A • 音域のタイプ(A~D)は下記の表を参照してください。 • Il significato di ciascun tipo di gamma è descritto di seguito. Appendix y Apéndice y Anhang y Appendice y Appendix y Appendice y Bilaga y Apêndice y y y • The meaning of each range type is described below. • Innebörden av varje omfångstyp förklaras nedan. • El significado de cada tipo de gama se describe debajo. • O significado de cada tipo de gama e descrito abaixo. 音色リスト y Tone List y Lista de sonidos y Klangfarben-Liste y Liste des sonorités y Toonlijst y Elenco dei timbri y Tonlista y Lista de sons y y y 1 No. y No. y Nº y Nr. y No. y Nr. y Num. y Nr. y Nº y y y • Die Bedeutung jedes Bereichstyps ist nachfolgend beschrieben. • 2 音色名 y Tone name y Nombre de sonido y Klangfarben-Name y Nom des sonorités y Toonnaam y Nome del tono y Tonnamn y Nome do som y y y 3 プログラムチェンジ y Program Change y Cambio de programa y Klangprogramm-Wechsel y Changement de programme y Programma-verandering y Cambiamento programma y Program-ändring y Mudança de programa y y y 4 バンクセレクト MSB y Bank Select MSB y MSB de selección de banco y Bankwahl MSB y MSB de sélection de banque y Bankkeuze MSB y MSB di selezione banco y Bankval MSB y MSB de seleção de banco y y y • La signification de chaque type de registre est indiquée ci-dessous. • 5 最大同時発音数 y Maximum Polyphony y Polifonía máxima y Max. Polyphonie y Polyphonie maximale y Maximale polyfonie y Polifonia massima y Maximal polyfoni y Polifonia máxima y y y 6 音域タイプ y Range Type y Tipo de gama y Bereichstyp y Type de registre y Bereiktype y Tipo di gamma y Omfångstyp y Tipo de gama y y y 1234561 2 3456 1234561 2 3456 123456 • De betekenis van elk bereiktype wordt hier boven beschreven. -
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. -
Jeremy Montagu Some Mss. in the British Library with Instruments Page 1 of 2
Jeremy Montagu Some Mss. In the British Library with Instruments Page 1 of 2 Some Manuscripts in the British Library with Illustrations of Musical Instruments and a few other sources that I have found FoMRHIQ 2, January 1976,Comm. 8 Arundel 83. Conflation of two English Psalters, East Anglia, c.1310. The second half is known as the de Lisle Psalter. Good source. Includes: long trumpets, harps, citole, bagpipe, bells, fiddle, portative, psaltery, duct flute, pipe & tabor. Cotton, Tib.C.vi. Psalter, mid 11th c. f.30 is well-known; the rest is the usual Boethius improbabilities of the period. Egerton 1139. Queen Melissander’s Psalter, Latin Kingdom of Jerusalem, c.1140. The only instrument is a good harp, available asa postcard. The ivory cover is well known: King David playing what might be a dulcimer. Harley 2804. German Bible, 1148. f.3 has a not very good David and musicians. Harley 4425. La Roman de la Rose, pre-1500. 2 folios with music parties. Royal 2.A.xvi. Psalter time of Henry VIII, with annotations by him. Harp, pipe& tabor, short trumpet, dulcimer. Interesting that Henry is one of the musicians (and his fool shuts his ears to avoid his playing). Royal 2.A.xxii. The Westminster Psalter, late 12th c. David with harp and bells (postcard available), another harp. Interesting in that Westminster Abbey has a very similar hemi- spherical bell in the Undercroft exhibition room. Royal 2.B.vii. The Queen Mary Psalter, English early 14th c. well known source with a lot of material, but none quite as good and clear as in other East Anglian psalters (e.g. -
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. -
African and African-American Contributions to World Music
Portland Public Schools Geocultural Baseline Essay Series African and African-American Contributions to World Music by John Charshee Lawrence-McIntyre, Ph.D. Reviewed by Hunter Havelin Adams, III Edited by Carolyn M. Leonard Biographical Sketch of the Author Charshee Lawrence-Mcintyre is Associate Professor of Humanities at the State University of New York at Old Westbury in the English Language Studies Program. PPS Geocultural Baseline Essay Series AUTHOR: Lawrence-McIntyre SUBJECT: Music CONTENTS Content Page BIOGRAPHICAL SKETCH OF THE AUTHOR.............................................................................................. I CONTENTS ..........................................................................................................................................................II INTRODUCTION .................................................................................................................................................1 CLASSICAL AFRICA'S INFLUENCE ON OTHER CIVILIZATIONS ........................................................4 ANCIENT EGYPTIAN INSTRUMENTS .....................................................................................................................4 ANCIENT EGYPTIAN MUSIC AND FORMS .............................................................................................................8 MIGRATION AND EVOLUTION OF MUSIC THROUGHOUT CONTINENTAL AFRICA ...................12 TRADITIONAL INSTRUMENTS .............................................................................................................................14 -
The Mycenaean Bard: the Evidence for Sound and Song*
THE MYCENAEAN BARD: THE EVIDENCE FOR SOUND AND SONG* In this paper, I concentrate on the Mycenaean bard’s concert lyre (here called phorminx), his singing, and aspects of his professionalism. Prolegomena Most of the Aegean Bronze Age (ca. 2200-200 BCE) has produced images of musicians and singers, as well as depictions and the extant fragments of the instruments themselves. Nonetheless, what we know about Aegean music is dependent on what the Aegean artists felt comfortable about portraying—for instance, there are no images of women playing a musical instrument, and fewer instruments are depicted than have been found.2 In the Early and Middle Bronze Ages harps were popular. Lyres and sistra make their first appearance early in the Middle Minoan period, and both continue into the Late Bronze Age (when both are associated with singing but not together). The earliest extant examples of sistra are in terracotta: a singleton from Archanes, Phournoi (MM IA context; Pl. I), and five from the Ayios Charalambos cave in East Crete (MM II). All six terracotta examples are similar: a short thick handle, and an oval frame which supports two thin, horizontal wooden sticks (restored) on which were strung terracotta disks. The sole extant bronze sistrum comes from a bronze hoard at Mochlos (LM I context); it consists of a bent loop of bronze inserted between two flanges at the top of the handle. Two horizontal bronze pins pierce the loop (with bent ends on the outside, like cotter pins); on these pins were strung metal disks. Not only would the disks make a rattling sound, but the pins would jangle in their sockets and their angled ends would strike the loop.