Prohibition Versus Apotheosis of a Tritone: Rhetorical Aspects
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Perceptual Interactions of Pitch and Timbre: an Experimental Study on Pitch-Interval Recognition with Analytical Applications
Perceptual interactions of pitch and timbre: An experimental study on pitch-interval recognition with analytical applications SARAH GATES Music Theory Area Department of Music Research Schulich School of Music McGill University Montréal • Quebec • Canada August 2015 A thesis submitted to McGill University in partial fulfillment of the requirements of the degree of Master of Arts. Copyright © 2015 • Sarah Gates Contents List of Figures v List of Tables vi List of Examples vii Abstract ix Résumé xi Acknowledgements xiii Author Contributions xiv Introduction 1 Pitch, Timbre and their Interaction • Klangfarbenmelodie • Goals of the Current Project 1 Literature Review 7 Pitch-Timbre Interactions • Unanswered Questions • Resulting Goals and Hypotheses • Pitch-Interval Recognition 2 Experimental Investigation 19 2.1 Aims and Hypotheses of Current Experiment 19 2.2 Experiment 1: Timbre Selection on the Basis of Dissimilarity 20 A. Rationale 20 B. Methods 21 Participants • Stimuli • Apparatus • Procedure C. Results 23 2.3 Experiment 2: Interval Identification 26 A. Rationale 26 i B. Method 26 Participants • Stimuli • Apparatus • Procedure • Evaluation of Trials • Speech Errors and Evaluation Method C. Results 37 Accuracy • Response Time D. Discussion 51 2.4 Conclusions and Future Directions 55 3 Theoretical Investigation 58 3.1 Introduction 58 3.2 Auditory Scene Analysis 59 3.3 Carter Duets and Klangfarbenmelodie 62 Esprit Rude/Esprit Doux • Carter and Klangfarbenmelodie: Examples with Timbral Dissimilarity • Conclusions about Carter 3.4 Webern and Klangfarbenmelodie in Quartet op. 22 and Concerto op 24 83 Quartet op. 22 • Klangfarbenmelodie in Webern’s Concerto op. 24, mvt II: Timbre’s effect on Motivic and Formal Boundaries 3.5 Closing Remarks 110 4 Conclusions and Future Directions 112 Appendix 117 A.1,3,5,7,9,11,13 Confusion Matrices for each Timbre Pair A.2,4,6,8,10,12,14 Confusion Matrices by Direction for each Timbre Pair B.1 Response Times for Unisons by Timbre Pair References 122 ii List of Figures Fig. -
The Misunderstood Eleventh Amendment
UNIVERSITY of PENNSYLVANIA LAW REVIEW Founded !"#$ Formerly AMERICAN LAW REGISTER © !"!# University of Pennsylvania Law Review VOL. !"# FEBRUARY $%$! NO. & ARTICLE THE MISUNDERSTOOD ELEVENTH AMENDMENT WILLIAM BAUDE† & STEPHEN E. SACHS†† The Eleventh Amendment might be the most misunderstood amendment to the Constitution. Both its friends and enemies have treated the Amendment’s written † Professor of Law, University of Chicago Law School. †† Colin W. Brown Professor of Law, Duke University School of Law. We are grateful for comments and suggestions from Sam Bray, Tom Colby, Scott Dodson, Jonathan Gienapp, Tara Grove, Julian Davis Mortenson, Caleb Nelson, Jim Pfander, Richard Re, Amanda Schwoerke, Eric Segall, Jonathan Urick, Ingrid Wuerth, and from participants in the Fall Speaker Series of the Georgetown Center for the Constitution, the Hugh & Hazel Darling Foundation Originalism Works-in-Progress Conference at the University of San Diego Law School, and Advanced Topics in Federal Courts at the University of Virginia School of Law. Thanks as well to Brendan Anderson, Kurtis Michael, and Scotty Schenck for research assistance, and to the SNR Denton Fund and Alumni Faculty Fund at Chicago for research support. (!"#) !"# University of Pennsylvania Law Review [Vol. "!$: !#$ text, and the unwritten doctrines of state sovereign immunity, as one and the same— reading broad principles into its precise words, or treating the written Amendment as merely illustrative of unwritten doctrines. The result is a bewildering forest of case law, which takes neither the words nor the doctrines seriously. The truth is simpler: the Eleventh Amendment means what it says. It strips the federal government of judicial power over suits against states, in law or equity, brought by diverse plaintiffs. -
Ninth, Eleventh and Thirteenth Chords Ninth, Eleventh and Thirteen Chords Sometimes Referred to As Chords with 'Extensions', I.E
Ninth, Eleventh and Thirteenth chords Ninth, Eleventh and Thirteen chords sometimes referred to as chords with 'extensions', i.e. extending the seventh chord to include tones that are stacking the interval of a third above the basic chord tones. These chords with upper extensions occur mostly on the V chord. The ninth chord is sometimes viewed as superimposing the vii7 chord on top of the V7 chord. The combination of the two chord creates a ninth chord. In major keys the ninth of the dominant ninth chord is a whole step above the root (plus octaves) w w w w w & c w w w C major: V7 vii7 V9 G7 Bm7b5 G9 ? c ∑ ∑ ∑ In the minor keys the ninth of the dominant ninth chord is a half step above the root (plus octaves). In chord symbols it is referred to as a b9, i.e. E7b9. The 'flat' terminology is use to indicate that the ninth is lowered compared to the major key version of the dominant ninth chord. Note that in many keys, the ninth is not literally a flatted note but might be a natural. 4 w w w & #w #w #w A minor: V7 vii7 V9 E7 G#dim7 E7b9 ? ∑ ∑ ∑ The dominant ninth usually resolves to I and the ninth often resolves down in parallel motion with the seventh of the chord. 7 ˙ ˙ ˙ ˙ & ˙ ˙ #˙ ˙ C major: V9 I A minor: V9 i G9 C E7b9 Am ˙ ˙ ˙ ˙ ˙ ? ˙ ˙ The dominant ninth chord is often used in a II-V-I chord progression where the II chord˙ and the I chord are both seventh chords and the V chord is a incomplete ninth with the fifth omitted. -
Memory and Production of Standard Frequencies in College-Level Musicians Sarah E
University of Massachusetts Amherst ScholarWorks@UMass Amherst Masters Theses 1911 - February 2014 2013 Memory and Production of Standard Frequencies in College-Level Musicians Sarah E. Weber University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/theses Part of the Cognition and Perception Commons, Fine Arts Commons, Music Education Commons, and the Music Theory Commons Weber, Sarah E., "Memory and Production of Standard Frequencies in College-Level Musicians" (2013). Masters Theses 1911 - February 2014. 1162. Retrieved from https://scholarworks.umass.edu/theses/1162 This thesis is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Masters Theses 1911 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. Memory and Production of Standard Frequencies in College-Level Musicians A Thesis Presented by SARAH WEBER Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of MASTER OF MUSIC September 2013 Music Theory © Copyright by Sarah E. Weber 2013 All Rights Reserved Memory and Production of Standard Frequencies in College-Level Musicians A Thesis Presented by SARAH WEBER _____________________________ Gary S. Karpinski, Chair _____________________________ Andrew Cohen, Member _____________________________ Brent Auerbach, Member _____________________________ Jeff Cox, Department Head Department of Music and Dance DEDICATION For my parents and Grandma. ACKNOWLEDGEMENTS I would like to thank Kristen Wallentinsen for her help with experimental logistics, Renée Morgan for giving me her speakers, and Nathaniel Liberty for his unwavering support, problem-solving skills, and voice-over help. -
Analyzing Modular Smoothness in Video Game Music
Analyzing Modular Smoothness in Video Game Music Elizabeth Medina-Gray KEYWORDS: video game music, modular music, smoothness, probability, The Legend of Zelda: The Wind Waker, Portal 2 ABSTRACT: This article provides a detailed method for analyzing smoothness in the seams between musical modules in video games. Video game music is comprised of distinct modules that are triggered during gameplay to yield the real-time soundtracks that accompany players’ diverse experiences with a given game. Smoothness —a quality in which two convergent musical modules fit well together—as well as the opposite quality, disjunction, are integral products of modularity, and each quality can significantly contribute to a game. This article first highlights some modular music structures that are common in video games, and outlines the importance of smoothness and disjunction in video game music. Drawing from sources in the music theory, music perception, and video game music literature (including both scholarship and practical composition guides), this article then introduces a method for analyzing smoothness at modular seams through a particular focus on the musical aspects of meter, timbre, pitch, volume, and abruptness. The method allows for a comprehensive examination of smoothness in both sequential and simultaneous situations, and it includes a probabilistic approach so that an analyst can treat all of the many possible seams that might arise from a single modular system. Select analytical examples from The Legend of Zelda: The Wind Waker and Portal -
On the Perception of Pitch Accents by Kevin L
On the Perception of Pitch Accents by Kevin L. Landel B.S., Electrical Engineering and Computer Science University of California, Berkeley Berkeley, California 1983 SUBMITTED TO THE MEDIA ARTS AND SCIENCES SECTION IN PARTIAL FULFILLMENT OF THE REQUIREMENTS OF THE DEGREE OF MASTER OF SCIENCE AT THE MASSACHUSETTS INSTITUTE OF TECHNOLOGY September 1988 @Massachusetts Institute of Technology 1988 All Rights Reserved. Signature of the Author ....................................................................... Kevin L. Landel Media Arts and Sciences Section June 6, 1988 //7 Certified by ....................................................................... Chris Schmandt Principal Research Scientist Thesis Supervisor Accepted by ..... .j~f/V.V"'.. f ..... .. ....... Stephen A. Benton Chairman Departmental Committee on Graduate Students MASSACHUSETS INSTiTUTE nr TVf"I4mfl 01Wy NOV 0 31988 LIBRARIES On the Perception of Pitch Accents by Kevin L. Landel Submitted to the Media Arts and Sciences Section on June 6, 1988 in partial fulfillment of the requirements of the degree of Master of Science at the Massachusetts Institute of Technology Abstract A series of experiments was performed to determine the thresholds at which pertur- bations to pitch contours became important to the semantic interpretation of utterances. The perception of pitch accents was controlled by manipulating the accents' relative mag- nitudes and surrounding prosodic environment. The perturbations investigated were: the separation of H and L pitch accents, the presence vs. the absence of pitch accents, and the effects of pitch range and prominence on the perception of pitch accents. The intent is to suggest the pertinent information which needs to be addressed for the implementation of speech systems that make better use of prosody. Thesis Supervisor: Chris Schmandt Title: Principal Research Scientist This work was supported by the Defense Advance Research Projects Agency (DARPA) contract number N00039-86-C-0406. -
View of Related Literature
THE EFFECT OF OCTAVE AND TIMBRE COMBINATIONS ON UNDERGRADUATE BAND MEMBERS’ PERCEPTION OF PITCH by CLINTON M. STEINBRUNNER Submitted in partial fulfillment of the requirements for the degree of Master of Arts Thesis Advisor: Dr. Nathan B. Kruse Department of Music CASE WESTERN RESERVE UNIVERSITY August 2019 2 CASE WESTERN RESERVE UNIVERSITY SCHOOL OF GRADUATE STUDIES We hereby approve the thesis of Clinton M. Steinbrunner candidate for the degree of Master of Arts. Committee Chair Dr. Nathan B. Kruse Committee Member Dr. Kathleen A. Horvath Committee Member Dr. Ryan V. Scherber Date of Defense June 29, 2019 *We also certify that written approval has been obtained for any proprietary material contained therein. 3 TABLE OF CONTENTS LIST OF TABLES .......................................................................................................... 5 ABSTRACT ................................................................................................................... 6 CHAPTER 1: INTRODUCTION .................................................................................... 7 Tuning as an Individual Process .............................................................................. 8 Instrument Timbre ................................................................................................... 9 Ensemble Tuning Procedures and Octave Displacement ........................................ 10 Need for the Study .................................................................................................... 11 Purpose -
Speaking in Tones Music and Language Are Partners in the Brain
Speaking in Tones Music and language are partners in the brain. Our sense of song helps us learn to talk, read and even make friends By Diana Deutsch 36 SCIENTIFIC AMERICAN MIND July/August 2010 © 2010 Scientific American ne afternoon in the summer of opera resembling sung ordinary speech), the cries 1995, a curious incident occurred. of street vendors and some rap music. I was fi ne-tuning my spoken com- And yet for decades the experience of musicians mentary on a CD I was preparing and the casual observer has clashed with scientifi c ) about music and the brain. To de- opinion, which has held that separate areas of the music tect glitches in the recording, I was looping phrases brain govern speech and music. Psychologists, lin- O so that I could hear them over and over. At one point, guists and neuroscientists have recently changed their sheet ( when I was alone in the room, I put one of the phras- tune, however, as sophisticated neuroimaging tech- es, “sometimes behave so strangely,” on a loop, be- niques have helped amass evidence that the brain ar- gan working on something else and forgot about it. eas governing music and language overlap. The latest iStockphoto Suddenly it seemed to me that a strange woman was data show that the two are in fact so intertwined that singing! After glancing around and fi nding nobody an awareness of music is critical to a baby’s language there, I realized that I was hearing my own voice re- development and even helps to cement the bond be- petitively producing this phrase—but now, instead tween infant and mother. -
A LIGHTWEIGHT NOTATION for PLAYING PIANO for FUN by R.J.A
A LIGHTWEIGHT NOTATION FOR PLAYING PIANO FOR FUN by R.J.A. Buhr 1. INTRODUCTION Music notation gets in the way of the joy of making music on the piano that can be had without first spending thousands of hours at the keyboard to develop piano “wizardry,” meaning a combination of keyboard skill and mastery of music notation. The message of this document is the joy can be had, without any loss of musical substance, with no more wizardry than is required to read and play single melody lines. The vehicle is a lightweight notation I call PKP (for Picturing Keyboard Patterns) for annotating the core flow of harmony in interval terms above the staff. I developed the notation as an adult beginner with no training in music theory after becoming frustrated with the way music notation obscures the keyboard simplicity of harmony. That the notation has substance in spite of this humble origin is indicated by the following opinion of PKP provided by a music theorist specializing in improvisational music (see supplementary pages): “The hook ... , at least in my opinion, is that it's possible to attain a deep understanding of chords (and their constituent intervals) without recourse to Western notation. This has direct consequences for physical patterning, fingerings, etc. Essentially, your method combines the utility of a play-by-ear approach with the depth of a mathematically-informed theory of music.” PKP follows from two observations that anyone can make. One is the piano keyboard supplies only 12 piano keys to play all the notes of an octave that music notation describes in many more than 12 ways by key signatures and accidentals (sharps, flats, naturals). -
The Consecutive-Semitone Constraint on Scalar Structure: a Link Between Impressionism and Jazz1
The Consecutive-Semitone Constraint on Scalar Structure: A Link Between Impressionism and Jazz1 Dmitri Tymoczko The diatonic scale, considered as a subset of the twelve chromatic pitch classes, possesses some remarkable mathematical properties. It is, for example, a "deep scale," containing each of the six diatonic intervals a unique number of times; it represents a "maximally even" division of the octave into seven nearly-equal parts; it is capable of participating in a "maximally smooth" cycle of transpositions that differ only by the shift of a single pitch by a single semitone; and it has "Myhill's property," in the sense that every distinct two-note diatonic interval (e.g., a third) comes in exactly two distinct chromatic varieties (e.g., major and minor). Many theorists have used these properties to describe and even explain the role of the diatonic scale in traditional tonal music.2 Tonal music, however, is not exclusively diatonic, and the two nondiatonic minor scales possess none of the properties mentioned above. Thus, to the extent that we emphasize the mathematical uniqueness of the diatonic scale, we must downplay the musical significance of the other scales, for example by treating the melodic and harmonic minor scales merely as modifications of the natural minor. The difficulty is compounded when we consider the music of the late-nineteenth and twentieth centuries, in which composers expanded their musical vocabularies to include new scales (for instance, the whole-tone and the octatonic) which again shared few of the diatonic scale's interesting characteristics. This suggests that many of the features *I would like to thank David Lewin, John Thow, and Robert Wason for their assistance in preparing this article. -
Music Perception 13
Music Perception 13 LEARNING OBJECTIVES ISLE EXERCISES 13.1 Kurdish Music Example 13.1 Explain how frequency is related to pitch, chroma, and the octave. 13.2 Javanese Gamelan Music Example 13.2 Summarize the basic neuroscience of music, including how training and experience can affect the representation of music in the brain. 13.3 Ancient Greek Music 13.4 35,000-Year-Old Flute 13.3 Discuss how learning and culture affect music perception. distribute 13.5 Is This Music? 13.6 The Octave and or Tone Similarity INTRODUCTION 13.7 Pentatonic Music 13.8 Meter and Beat Wherever you travel, you will find music. It may sound very different from the music you are accustomed to hearing, but you will recognize it instantly as music. In Kurdistan, we 13.9 Bolero Clip find a unique culture of music featuring such instrumentspost, as the tanbur (a fretted string 13.10 Attack and Decay instrument), the qernête (a double-reed wind instrument), and the şimşal (a flutelike 13.11 Examples of Melody instrument) (Figure 13.1). Although most of you may never have heard of these instru- ments and may never have heard Kurdish music before, you would instantly recognize 13.12 Types of Scales them as musical instruments, and you might even like Kurdish music (see ISLE 13.1 for 13.13 Gestalt Principles an example of Kurdish music). Review copy, © Aurora Photos/Alamy 13.14 Gestalt Principle: Proximity: Bach’s Partita No. 3 in E major not 13.15 A Shave and a Haircut 13.16 Cross-Modal Matchings as a Simulation of Synesthesia Do 13.17. -
1353 Syllabus Final
Music and Language (Psychology 1353), Fall 2010 Mondays & Wednesdays, 4:00 – 5:30 pm Location: WJH 4 Website: http://my.harvard.edu/icb/icb.do?keyword=k72181 (please check often for updates and changes) Instructor: L. Robert (Bob) Slevc, PhD. Email: [email protected] Office hours by appointment Overview Music and language are among the skills and activities that most uniquely define us as human. As far as we know, every human culture uses some form of music and of language and has done so for a very long time: bone flutes have been discovered dating from about 40,000 years ago and singing probably emerged even earlier, along with spoken language, sometime in the Paleolithic era. In contrast, there seem to be no non-human animals that make use of music and language to anywhere near the extent that we do. This means that the processing of music and language are unlike many other impressive aspects of perception and cognition (e.g., vision or memory) in that we can learn only a limited amount from studies of other species. But processing music and language are, in a sense, similar feats–both involve the conversion of complex auditory sequences into meaningful units and structures–and so much can be learned from comparative work on these two complex abilities. Importantly, we can learn both from aspects that are shared in the processing of music and language and from aspects that are distinct. This idea that there might be a relationship between music and language is not a new one, but goes back at least as far as Plato.