Unrequited Love and Unrealized Dominants
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AP Music Theory Course Description Audio Files ”
MusIc Theory Course Description e ffective Fall 2 0 1 2 AP Course Descriptions are updated regularly. Please visit AP Central® (apcentral.collegeboard.org) to determine whether a more recent Course Description PDF is available. The College Board The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of more than 5,900 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success — including the SAT® and the Advanced Placement Program®. The organization also serves the education community through research and advocacy on behalf of students, educators, and schools. For further information, visit www.collegeboard.org. AP Equity and Access Policy The College Board strongly encourages educators to make equitable access a guiding principle for their AP programs by giving all willing and academically prepared students the opportunity to participate in AP. We encourage the elimination of barriers that restrict access to AP for students from ethnic, racial, and socioeconomic groups that have been traditionally underserved. Schools should make every effort to ensure their AP classes reflect the diversity of their student population. The College Board also believes that all students should have access to academically challenging course work before they enroll in AP classes, which can prepare them for AP success. -
Timbre in Musical and Vocal Sounds: the Link to Shared
TIMBRE IN MUSICAL AND VOCAL SOUNDS: THE LINK TO SHARED EMOTION PROCESSING MECHANISMS A Dissertation by CASADY DIANE BOWMAN Submitted to the Office of Graduate and Professional Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Chair of Committee, Takashi Yamauchi Committee Members, Jyotsna Vaid Jayson Beaster-Jones Thomas Ferris Head of Department, Douglass Woods December 2015 Major Subject: Psychology Copyright 2015 Casady Diane Bowman ABSTRACT Music and speech are used to express emotion, yet it is unclear how these domains are related. This dissertation addresses three problems in the current literature. First, speech and music have largely been studied separately. Second, studies in these domains are primarily correlational. Third, most studies utilize dimensional emotions where motivational salience has not been considered. A three-part regression study investigated the first problem, and examined whether acoustic components explained emotion in instrumental (Experiment 1a), baby (Experiment 1b), and artificial mechanical sounds (Experiment 1c). Participants rated whether stimuli sounded happy, sad, angry, fearful and disgusting. Eight acoustic components were extracted from the sounds and a regression analysis revealed that the components explained participants’ emotion ratings of instrumental and baby sounds well, but not artificial mechanical sounds. These results indicate that instrumental and baby sounds were perceived similarly compared to artificial mechanical sounds. To address the second and third problems, I examined the extent to which emotion processing for vocal and instrumental sounds crossed domains and whether similar mechanisms were used for emotion perception. In two sets of four-part experiments participants heard an angry or fearful sound four times, followed by a test sound from an anger-fear morphed continuum and judged whether the test sound was angry or fearful. -
131 the Ambiguity of Musical Expression Marks and the Challenges
The Ambiguity of Musical Expression Marks and the Challenges of Teaching and Learning Keyboard Instruments: The Nnamdi Azikiwe University Experience Ikedimma Nwabufo Okeke http://dx.doi./org/10.4314/ujah.v18i1.7 Abstract The relevance of musical expression marks —technical words, symbols, phrases, and their abbreviations— in music is to guide the performer through a thorough interpretation and appreciation of the dynamics and subtleties of a piece of music. These marks, though fundamental to piano pedagogy, sometimes appear confusing to the enthusiastic piano student owing to the fact that some of the performance marks demand subjective expressions from the performer such as, ‘furiously’, ‘fiercely’ ‘with agitation’ ‘brightly’, tenderly, etc. Piano-keyboard education is still a ‘tender’ art in Nigerian higher institutions where most learners start at a relatively very late age (17-30 yrs) and so, it becomes burdensome and sometimes unproductive to encumber the undergraduate piano-keyboard student with a plethora of performance marks when he is still grappling with scales and arpeggios. This paper therefore suggests teaching keyboard basics and technique and employing fundamental musical expression marks/dynamics first for undergraduate piano teaching and learning in our institutions. Only when students have shown competences in the basic dynamic/expression marks such as, crescendo, accelerando, andante, moderato, allegro, larghetto etc, can the more complex and subjective ones be introduced in their keyboard repertoire. 131 Okeke: The Ambiguity of Musical Expression Marks Introduction The New Harvard dictionary of Music (2001) defines musical expression/performance marks as ‘symbols and words or phrases and their abbreviations employed along with musical notation to guide the performance of a work in matters other than pitches and rhythms’. -
Techniques of Expressivity in Music Performance
Cuadernos de Investigación Musical, julio-diciembre 2020, 10, pp. 120-129 DOI: https://doi.org/10.18239/invesmusic.2020.10.05 ISSN: 2530-6847 Techniques of Expressivity in Music Performance Técnicas de expresividad en la interpretación musical Manuel del Sol Universidad de Valladolid Postdoctoral Research “Juan de la Cierva” [email protected] ORCID iD: https://orcid.org/0000-0001-7216-8978 ABSTRACT Historically all performers had had the same difficulties in ‘making music’ because there is an innate variable in the act of performing: the expression. What do the performers do? The most basic requirement is that a performer should produce the correct notes, rhythms, dynamics, etc. of a musical idea’ (Clarke, 2002, p. 59). In this sense, we may define the interpretation as a mechanical process; nevertheless, an interpretation without expression is not musical. Thus, Erick Clarke clarified that it was also necessary ‘to go beyond’ due to the expert performers are obliged to transmit a musical idea and recreate expressively the score. This statement could be controlled and measured because, in an interpretation, one may observe whether the performer had played the exact musical symbols of the score or not, but the issue is more subjective when we value expressivity. Hence, it is not surprising that the psychology of performance has focused on the question of interpretation and expression with a substantial amount of research such as the GERMS Model (Juslin, 2003). Overall, it is hoped that this approach proposed here may contribute to a greater understanding of learning and teaching expressive skills in music performance. Key Words: Expressivity, Musical Structure, GERMS, Performance, Expressive Skills. -
The Piano Improvisations of Chick Corea: an Analytical Study
Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1996 The iP ano Improvisations of Chick Corea: An Analytical Study. Daniel Alan Duke Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Duke, Daniel Alan, "The iP ano Improvisations of Chick Corea: An Analytical Study." (1996). LSU Historical Dissertations and Theses. 6334. https://digitalcommons.lsu.edu/gradschool_disstheses/6334 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the te d directly fi-om the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. -
Robert Walser Published Titles My Music by Susan D
Running With the Devil : Power, Gender, title: and Madness in Heavy Metal Music Music/culture author: Walser, Robert. publisher: Wesleyan University Press isbn10 | asin: 0819562602 print isbn13: 9780819562609 ebook isbn13: 9780585372914 language: English Heavy metal (Music)--History and subject criticism. publication date: 1993 lcc: ML3534.W29 1993eb ddc: 781.66 Heavy metal (Music)--History and subject: criticism. Page i Running with the Devil Page ii MUSIC / CULTURE A series from Wesleyan University Press Edited by George Lipsitz, Susan McClary, and Robert Walser Published titles My Music by Susan D. Crafts, Daniel Cavicchi, Charles Keil, and the Music in Daily Life Project Running with the Devil: Power, Gender, and Madness in Heavy Metal Music by Robert Walser Subcultural Sounds: Micromusics of the West by Mark Slobin Page iii Running with the Devil Power, Gender, and Madness in Heavy Metal Music Robert Walser Page iv WESLEYAN UNIVERSITY PRESS Published by University Press of New England, Hanover, NH 03755 © 1993 by Robert Walser All rights reserved Printed in the United States of America 5 4 3 2 1 CIP data appear at the end of the book Acknowledgments for song lyrics quoted: "Electric Eye": Words and music by Glenn Tipton, Rob Halford, and K. K. Downing, © 1982 EMI APRIL MUSIC, INC. / CREWGLEN LTD. / EBONYTREE LTD. / GEARGATE LTD. All rights controlled and administered by EMI APRIL MUSIC, INC. International copyright secured. All rights reserved. Used by permission. "Suicide Solution": Words and music by John Osbourne, Robert Daisley, and Randy Rhoads, TRO© Copyright 1981 Essex Music International, Inc. and Kord Music Publishers, New York, N.Y. -
Idea-Expression in Musical Analysis and the Role of the Intended Audience in Music Copyright Infringement
California Western Law Review Volume 28 Number 2 Annual Communications Law Issue Article 8 1992 Idea-Expression in Musical Analysis and the Role of the Intended Audience in Music Copyright Infringement Paul M. Grinvalsky Follow this and additional works at: https://scholarlycommons.law.cwsl.edu/cwlr Recommended Citation Grinvalsky, Paul M. (1992) "Idea-Expression in Musical Analysis and the Role of the Intended Audience in Music Copyright Infringement," California Western Law Review: Vol. 28 : No. 2 , Article 8. Available at: https://scholarlycommons.law.cwsl.edu/cwlr/vol28/iss2/8 This Comment is brought to you for free and open access by CWSL Scholarly Commons. It has been accepted for inclusion in California Western Law Review by an authorized editor of CWSL Scholarly Commons. For more information, please contact [email protected]. Grinvalsky: Idea-Expression in Musical Analysis and the Role of the Intended COMMENT IDEA-EXPRESSION IN MUSICAL ANALYSIS AND THE ROLE OF THE INTENDED AUDIENCE IN MUSIC COPYRIGHT INFRINGEMENTt ABSTRACT This Comment discusses the nature of music, its traditional recurrence and lending of material, and the practical evil of having a distant finder of fact in music copyright infringement cases. Within this framework, the Comment concludes that the burdens attendant to properly implementing the intended audience are relatively minor compared to the temptation to bring suits of marginal merit, the impact of the changing media industry, and the potential of an erroneous finding, chilling the creation of new musical works. This Comment advocates the use of the intended audience in all music copyright cases. INTRODUCTION "Of all the arts, music is perhaps the least tangible ....." It is elusive.2 You cannot see, smell, taste or touch it; you hear it. -
Music Vocabulary a Cappella. Unaccompanied Choral Singing
Music Vocabulary A cappella. Unaccompanied choral singing. Accompaniment. A vocal or solo part that supports or is background for a solo part. Articulation. In performance, the characteristics of attack and decay of tones and the manner and extent to which tones in sequence are connected or disconnected. Atonal. Music in which no single tone is the home base or key center. Bar. A unit of music, such as 12-bar or 8-bar, denoting length. Beat. A unit of measure in rhythmic time. Binary. A musical form consisting of two main sections. Cadence. A group of notes or chords at the end of a phrase or piece of music that gives a feeling of pausing or finality. Cadenza. A parenthetic flourish in a solo piece commonly just before a final or other important cadence. Canon. A musical form in which melody is imitated exactly in one or more parts, similar to a round. Chord. Three or more tones played simultaneously. Classroom instruments. Instruments typically used in the general music classroom, including, for example, recorder-type instruments, chorded zithers, mallet instruments, simple percussion instruments, fretted instruments, keyboard instruments, and electronic instruments. Coda. A "tail" or short closing section added at the end of a piece of music. Compose. To create original music by organizing sound. Usually written down for others to perform. Composition. A single, complete piece of music, (also , piece and work). Compound meter. Meter characterized by 3:1 relationship of the beat to the subdivided beat (the note receiving the beat in compound meter is always a dotted note.). -
Martijn Hooning on HARMONIC ANALYSIS
Martijn Hooning ON HARMONIC ANALYSIS ● degrees and functions; main degrees and secondary degrees 3 ● tonic, dominant and subdominant / main degrees 7 ● secondary degrees 9 ● closes, (final) cadences 12 ● embellishing tones (passing tone, neighbouring tone, suspension, 16 anticipation) ● harmonic rhythm 21 ● motifs, bar groups, and harmonic structure 24 ● hemiola and syncopation 26 ● structural and non-structural harmony / faux-bourdon / pedal point 30 ● sequences 39 ● modulation, secondary functions / degrees 43 ● examples of: harmonic reduction, outer-voice reduction 51 ? 2009, February / March 1 2 This text is mainly about harmony and harmonic analysis - though other aspects of analysis are mentioned too, along the line. It is possible (probable even) that you are informed about some topics in this text. I am mentioning these things mainly for the sake of some completeness. Since around 1600, in most compositions chords are used: triads and seventh chords. In other words: the harmony plays an important role. In a harmonic analysis observations can be made about the relations between chords, and about their place in the key(s). It may also be important to look for relations between the harmony and other aspects of a composition, like the melody or melodies, the phrases, the form, and the meter and rhythm. Some tones in tonal music are part of the melody, but not of the harmony; these tones are called embellishment tones. 1 And in most tonal music the harmony is layered, meaning that not all chords are equally 'important': we can distuingish between structural and non-structural chords. 2 When making harmonic analyses you could use several techniques, such as: - analysis of the degrees : the harmony of a composition is described using Roman numerals for the scale degrees; 3 the inversions of the chords can be added. -
Modes, Scales, Functional Harmony, and Nonfunctional
MODES, SCALES, FUNCTIONAL HARMONY, AND NONFUNCTIONAL HARMONY IN THE COMPOSITIONS OF HERBIE HANCOCK Keith Waters The decade of the 1960s witnessed a vast expansion of the harmonic resources available to the jazz composer. The compositions of jazz pia- nist Herbie Hancock played an important role in shaping this emerging harmonic language. The innovations that arose affected both harmonic structure (chord type) and harmonic progression (chord-to-chord succes- sion). These newer harmonic developments—often referred to as “modal harmony” or “modal jazz”—remain today as a significant cornerstone of the harmonic vocabulary of jazz. In this article I examine several of Hancock’s compositions written and recorded during the 1960s, pointing out Hancock’s compositional approaches and innovations against the backdrop of standard functional harmony and modal harmony. I address three general questions: (1) How is compositional structure created when harmonic function is weakened or absent? (2) How did Hancock further extend the modal innovations pioneered by Miles Davis and others? (3) In what ways was Hancock Journal of Music Theory, 49:2 DOI 10.1215/00222909-011 © 2008 by Yale University 333 Downloaded from https://read.dukeupress.edu/journal-of-music-theory/article-pdf/49/2/333/377798/11-JMT_49.2.pdf by UNIV CA IRVINE user on 03 April 2020 able to merge functional harmonic procedures with modal harmonic pro- cedures? Hancock attained national prominence as a member of the Miles Davis Quintet, playing piano with Davis between 1963 and 1968. With his ten- ure with Davis, his recordings as a sideman on numerous albums, and his own series of albums for the Blue Note label under his own name, Han- cock was considered one of the most innovative, versatile, and accom- plished jazz pianists of the decade. -
Performing Arts: Choir Subject Group Overview
Performing Arts: Choir Subject Group Overview Years 1-3 Key Concept Related MYP Content Concept(s) Statement of Inquiry Questions ATL Skill(s) Summative Objective and Global Inquiry Assessment Context Unit 1: Communication People can Factual- What is solfege? Thinking Skills A. Knowing 1. Read and notate music using Becoming a Identity communicate Where is an Eb on the treble --How do we best A. Summative and standard notation such as dotted Musician Identities and and express clef? What are the notes of memorize Packet/Rhythm/Music Understanding rhythms, clefs, mixed meters Relationships & sounds through the alto clef? How do you notation Reading and multipart scores, with or Personal and the language of count rhythms? What is an systems? Assessments/Vocabul B. Developing without the use of notation Cultural musical eighth rest? What should you ary tests. skills software. 1. Analyze the Expression notation. By do when the conductor is Research Skills elements of music including becoming fluent standing on the podium? - Inquire into the B. Showing that we D. melody, rhythm, harmony, in this language What do I need to do for the history of music know how to read Responding dynamics, tone color, texture, we can fulfill our concert? How do I hold my notation music by sight singing form and their related concepts. individual roles instrument? How do I breathe and learning the hand 1. Compare and contrast and become correctly? Communication signs, being able to connections among works in part of a team. skills perform them and music, their purposes and their Conceptual-What does it -Solfege and sing solfege scales personal, cultural and historical mean to be on a team? How music notation and intervals (submit contexts, including the can we work together better? are some of the recordings, perform contributions of Minnesota How do we capture music so “languages” of in-class) American Indian tribes and it's accessible? What are music communities. -
Rock Harmony Reconsidered: Tonal, Modal and Contrapuntal Voice&
DOI: 10.1111/musa.12085 BRAD OSBORN ROCK HARMONY RECONSIDERED:TONAL,MODAL AND CONTRAPUNTAL VOICE-LEADING SYSTEMS IN RADIOHEAD A great deal of the harmony and voice leading in the British rock group Radiohead’s recorded output between 1997 and 2011 can be heard as elaborating either traditional tonal structures or establishing pitch centricity through purely contrapuntal means.1 A theory that highlights these tonal and contrapuntal elements departs from a number of developed approaches in rock scholarship: first, theories that focus on fretboard-ergonomic melodic gestures such as axe- fall and box patterns;2 second, a proclivity towards analysing chord roots rather than melody and voice leading;3 and third, a methodology that at least tacitly conflates the ideas of hypermetric emphasis and pitch centre. Despite being initially yoked to the musical conventions of punk and grunge (and their attendant guitar-centric compositional practice), Radiohead’s 1997– 2011 corpus features few of the characteristic fretboard gestures associated with rock harmony (partly because so much of this music is composed at the keyboard) and thus demands reconsideration on its own terms. This mature period represents the fullest expression of Radiohead’s unique harmonic, formal, timbral and rhythmic idiolect,4 as well as its evolved instrumentation, centring on keyboard and electronics. The point here is not to isolate Radiohead’s harmonic practice as something fundamentally different from all rock which came before it. Rather, by depending less on rock-paradigmatic gestures such as pentatonic box patterns on the fretboard, their music invites us to consider how such practices align with existing theories of rock harmony while diverging from others.