Gendered Practices and Conceptions in Korean Drumming: on the Negotiation of "Femininity" and "Masculinity" by Korean Female Drummers
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Dance Audition
Bak Middle School of the Arts Basic Guidelines for Virtual Audition SY21-22 All auditions will be held using a Google Meet and may include the use of a Google Classroom. If you are not a public-school student, please create a Gmail account (Gmail email) for the audition. “Bak Middle School of the Arts will not be recording and does not provide consent to being recorded.” No person, including parent/guardian, is permitted in the room or in the Google Meet during the audition process. No professional studios may be used. If connection is lost during the audition, re-join the Google Meet and wait for further instructions. Communication Arts Audition The Bak MSOA Communication curriculum includes: creative writing, journalism, newspaper and yearbook publications, radio and television broadcasting, video production, marketing/advertising/public relations, digital media, and speech & debate. At the Virtual Audition, on Google Meet, students will complete the following tasks: 1. Writing- Students will have fifteen minutes to compose a front-page article, in the style of a newspaper, based on the content of a photo that will be provided during the audition. Paper and pencil(s) will be needed. Note: Adjudicators will assess the Writing Prompt based on creativity, fiction writing techniques, narrative content, focus, organization, vivid vocabulary, and supporting details. 2. Public Speaking- Students will verbally present a memorized one-minute, original speech, using the topic, “Describe a time when you learned a valuable lesson.” Note: Adjudicators will assess the prepared speech/public speaking based on organization; vocal expression- including speech clarity, volume and well-defined delivery style; gestures; facial expression; body language; enthusiasm; and recovery. -
An Anthropological Perspective on Eastern and Western Folk Music
An Anthropological Perspective on Eastern and Western Folk Music Item Type text; Electronic Thesis Authors Gurczak, Adam Stanley Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 28/09/2021 21:02:58 Item License http://rightsstatements.org/vocab/InC/1.0/ Link to Item http://hdl.handle.net/10150/625002 AN ANTHROPOLOGICAL PERSPECTIVE ON EASTERN AND WESTERN FOLK MUSIC By ADAM STANLEY GURCZAK ____________________ A Thesis Submitted to The Honors College In Partial Fulfillment of the Bachelors Degree With Honors in Music Performance THE UNIVERSITY OF ARIZONA MAY 2017 Approved by: _________________________ Dr. Philip Alejo Department of Music EASTERN AND WESTERN FOLK MUSIC 1 TABLE OF CONTENTS ABSTRACT 2 ARTIST’S STATEMENT 2 INTRODUCTION 3 ARGENTINE TANGO 4 PRE-TANGO HISTORY: RISE OF THE GAUCHOS 5 A BORDELLO UPBRINGING 5 THE ROOTS AND RHYTHMS OF TANGO 8 A WORLDWIDE SENSATION 9 THE FOREFATHERS OF TANGO 11 CHINESE TRADITIONAL MUSIC 13 THE PHILOSOPHY OF MUSIC 14 INSTRUMENTS OF THE EARTH 16 THE SOUND OF SCHOLARS 18 KOREAN GUGAK 21 GUGAK: A NATIONAL IDENTITY 22 SHAMANS, SINAWI, AND SANJO 24 NOBLE COURTS AND FARMYARDS 28 AMERICAN BLUEGRASS 30 GRASSROOTS, BLUEGRASS, AND BLUES 30 THE POLYNATION OF BLUEGRASS 33 CONCLUSION 36 BIBLIOGRAPHY 37 EASTERN AND WESTERN FOLK MUSIC 2 ABSTRACT The birth of folk music has always depended on the social, political, and cultural conditions of a particular country and its people. -
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. -
Geomungo Factory
★★★★★ PAMS CHOICE in Korea 2010 WOMEX Official Showcase in Greece 2012 ROSKILDE FESTIVAL in Denmark 2013 WORLD MUSIC ENSEMBLE GEOMUNGO FACTORY PHOTO BY EUNYOUNG KIM Five-star rating ★★★★★ LONDON EVENING STANDARD “Whatever you call it, it is original, powerful and thrilling. And certainly like nothing you have ever heard before.” Simon Broughton Top of world music magazine <SONGLINES> 3 GEOMUNGO FACTORY What makes Korea so special is the way it respects its distinctive past, while staying at the cutting edge of technology and innovation – and if there’s one group that sums that up in music, it’s Geomungo Factory (which is pronounced Ko-mungo Factory). The geomungo zither is over a thousand years old and you won’t fine an instrument like it anywhere else in the world. It has six silk strings and is played by hitting and pluking them with a short stick, giving it a deep, muscular sound, both rhythmic and melodic. Geomungo Factory have also created new instrument – the ‘Xylophone geomungo’, ‘the cello geomungo’ and the ‘electric geomungo’ with a wah-wah pedal. Like Konono No. 1 from Congo and Hanggai from Mongolia, Geomungo Factory sound ancient and contemporary at the same time. Geomungo Facoty includes three geomungo players, Yoo Mi-young, Jung Ein-ryoung and Lee Jung-seok, who are all traditional players, plus Kim Sun-a, who plays gayageum, the plucked zither with 18 or more strings, which is more commomly heard in Korea than the geomungo. “Most people think traditional music is boring,“ they say, “so we want to make geomungo music that -
Exploring Aspects of Korean Traditional Music in Young Jo Lee's
EXPLORING ASPECTS OF KOREAN TRADITIONAL MUSIC IN YOUNG JO LEE’S PIANO HONZA NORI Jin Kim, B.M., M.M. Dissertation Prepared for the Degree of DOCTOR OF MUSICAL ARTS UNIVERSITY OF NORTH TEXAS August 2013 APPROVED: Adam Wodnicki, Major Professor Elvia Puccinelli, Committee Member Joseph Banowetz, Committee Member Steven Harlos, Chair of the Division of Keyboard Studies John Murphy, Interim Director of Graduate Studies in the College of Music James C. Scott, Dean of the College of Music Mark Wardell, Dean of the Toulouse Graduate School Kim, Jin. Exploring Aspects of Korean Traditional Music in Young Jo Lee’s Piano Honza Nori. Doctor of Musical Arts (Performance), August 2013, 29 pp., 4 tables, 9 figures, 13 musical examples, bibliography, 32 titles. Since the 1960s, several gifted Korean composers, including perhaps most notably Young Jo Lee (b. 1943), have been internationally acclaimed for their work. In Western countries, however, there has been a scarcity of academic studies examining the artistry of the music of these Korean composers. Nonetheless, as one of today’s most recognized composers in Korea, Young Jo Lee has been invited to numerous international concerts, conferences, and festivals where his works have been played and discussed. A salient feature of his compositions is the fusion of Korean traditional music and the elements of Western compositions, such as in, for one distinctive example, his piano composition, Piano Honza Nori. This musical study describes and analyzes how Lee integrates Korean traditional elements with Western musical ideas in Piano Honza Nori. Results of this study will contribute to the limited literature on the analysis of contemporary piano composition that integrates Korean traditional elements. -
The Role of Shamanism in Korean Church Growth
THE ROLE OF SHAMANISM IN KOREAN CHURCH GROWTH by Sin Hong Kim Submitted in Partial fulfilment of the Requirements for the Degree of Master of Theology ;,.,-' ~;; of . in the Faculty of Theology - at the University of Durban-Westville Supervisor: Dr. Daryl M. Balia Date Submitted: November 1993 TABLE OF CONTENTS INTRODUCTION 1 A. REASON FOR STUDY ................. ......... .. 2 B. METHODOLOGY 3 1. Methods of Processing ............ .......... .. 3 2. Scope of Study . .. 4 C. DEFINITIONS. ................................ .. 5 CHAPTER 1: THE GROWTH OF THE KOREAN CHURCH A. SPECIAL CHARACTERISTICS OF KOREAN CHURCH GROWTH 6 1. The Meaning of Church Growth ................ .. 7 2. Numerical Growth .......................... .. 8 3. External Growth 9 4. Self-Generated Growth ....................... .. 9 5. Growth of the Presbyterian and Full Gospel Churches .. 11 6. Activities of Women's Associations 12 7. Growth as a Popular Religion . .... .. 13 8. Periods of Growth ......................... .. 14 B. ELEMENTS OF GROWTH 1. Internal Elements of Growth a. Early morning prayer meetings and mountain prayer 15 b. Home visitations ..................... .. 16 c. Intense evangelical activity of ministers and laymen. ............................ 17 d. Spiritual revival and (Bible class) 18 e. The nevius mission policy 21 2. External Elements of Growth a. The introduction of a new ethos by the church .. 21 b. The role of leadership in Korean glasnost 23 c. Escape from social discomfort 23 d. Nationalist unification against foreign powers . .. 24 3. Religious Foundations a. The church as an outlet for spiritual yearning . .. 25 b. Harmony with the 'popular mind' 25 c. Powerlessness of other religions 26 d. Disruption of denominations ............. .. 27 e. The church gains the confidence of the people 28 ii C. -
A Study of the Diaspora Problem in Japanese and Korean
Article A Study of the Diaspora Problem in Japanese and Korean Performing Arts Based on Joseon Tongsinsa 朝鮮通信使: Focusing on Cross-Cultural Examination of Musical Tsubame つばぬ (2002) and Changgeuk Jebi 春燕 (2004)* KIM Hyang The Review of Korean Studies Volume 20 Number 1 (June 2017): 117-144 ©2017 by the Academy of Korean Studies. All rights reserved. 1articles.indd 117 2017. 5. 29. 오후 5:09 118 The Review of Korean Studies Introduction This paper aims to study the musical Tsubame つばぬ (2002),1 performed by Japanese Warabi-za (theater company), and its recreation in changgeuk (Korean opera based on traditional pansori)2 titled Jebi 春燕 (2004),3 performed by National Changgeuk Company of Korea, based on Joseon tongsinsa using a cross-cultural methodology. These performances were promoted internationally with a story of Joseon tongsinsa 朝鮮通信使 (Korean delegation),4 a diplomatic delegation that also took a role on cultural exchange between Joseon and Japan.5 One of their missions was to repatriate Joseon war prisoners during which they had to confront the tragic reality of war. James Miki6 took notice of this and * This work was supported by the National Research Foundation of Korea Grant funded by the Korean Government (NRF-2014S 1A5A2A01015442). 1. It was first performed at the Warabi Theater in August 2002 with script and lyrics by James Miki 山下淸泉. At the National Theater of Korea, the drama was performed at Small Hall Dal from Saturday, May 8 to Sunday, May 9, 2004. Chon Hwang took charge of the translations. 2. Changgeuk is a Korean performing arts based on pansori, a Korean traditional art recognized as one of UNESCO’s “Masterpieces of the Oral and Intangible Heritage of Humanity” on November 7, 2003. -
Number 3 2011 Korean Buddhist Art
NUMBER 3 2011 KOREAN BUDDHIST ART KOREAN ART SOCIETY JOURNAL NUMBER 3 2011 Korean Buddhist Art Publisher and Editor: Robert Turley, President of the Korean Art Society and Korean Art and Antiques CONTENTS About the Authors…………………………………………..………………...…..……...3-6 Publisher’s Greeting…...…………………………….…….………………..……....….....7 The Museum of Korean Buddhist Art by Robert Turley…………………..…..…..8-10 Twenty Selections from the Museum of Korean Buddhist Art by Dae Sung Kwon, Do Kyun Kwon, and Hyung Don Kwon………………….….11-37 Korean Buddhism in the Far East by Henrik Sorensen……………………..…….38-53 Korean Buddhism in East Asian Context by Robert Buswell……………………54-61 Buddhist Art in Korea by Youngsook Pak…………………………………..……...62-66 Image, Iconography and Belief in Early Korean Buddhism by Jonathan Best.67-87 Early Korean Buddhist Sculpture by Lena Kim…………………………………....88-94 The Taenghwa Tradition in Korean Buddhism by Henrik Sorensen…………..95-115 The Sound of Ecstasy and Nectar of Enlightenment by Lauren Deutsch…..116-122 The Korean Buddhist Rite of the Dead: Yeongsan-jae by Theresa Ki-ja Kim123-143 Dado: The Korean Way of Tea by Lauren Deutsch……………………………...144-149 Korean Art Society Events…………………………………………………………..150-154 Korean Art Society Press……………………………………………………………155-162 Bibliography of Korean Buddhism by Kenneth R. Robinson…...…………….163-199 Join the Korean Art Society……………...………….…….……………………...……...200 About the Authors 1 About the Authors All text and photographs contained herein are the property of the individual authors and any duplication without permission of the authors is a violation of applicable laws. ALL RIGHTS RESERVED BY THE INDIVIDUAL AUTHORS. Please click on the links in the bios below to order each author’s publications or to learn more about their activities. -
African Drumming in Drum Circles by Robert J
African Drumming in Drum Circles By Robert J. Damm Although there is a clear distinction between African drum ensembles that learn a repertoire of traditional dance rhythms of West Africa and a drum circle that plays primarily freestyle, in-the-moment music, there are times when it might be valuable to share African drumming concepts in a drum circle. In his 2011 Percussive Notes article “Interactive Drumming: Using the power of rhythm to unite and inspire,” Kalani defined drum circles, drum ensembles, and drum classes. Drum circles are “improvisational experiences, aimed at having fun in an inclusive setting. They don’t require of the participants any specific musical knowledge or skills, and the music is co-created in the moment. The main idea is that anyone is free to join and express himself or herself in any way that positively contributes to the music.” By contrast, drum classes are “a means to learn musical skills. The goal is to develop one’s drumming skills in order to enhance one’s enjoyment and appreciation of music. Students often start with classes and then move on to join ensembles, thereby further developing their skills.” Drum ensembles are “often organized around specific musical genres, such as contemporary or folkloric music of a specific culture” (Kalani, p. 72). Robert Damm: It may be beneficial for a drum circle facilitator to introduce elements of African music for the sake of enhancing the musical skills, cultural knowledge, and social experience of the participants. PERCUSSIVE NOTES 8 JULY 2017 PERCUSSIVE NOTES 9 JULY 2017 cknowledging these distinctions, it may be beneficial for a drum circle facilitator to introduce elements of African music (culturally specific rhythms, processes, and concepts) for the sake of enhancing the musi- cal skills, cultural knowledge, and social experience Aof the participants in a drum circle. -
Korean Dance and Pansori in D.C.: Interactions with Others, the Body, and Collective Memory at a Korean Performing Arts Studio
ABSTRACT Title of Document: KOREAN DANCE AND PANSORI IN D.C.: INTERACTIONS WITH OTHERS, THE BODY, AND COLLECTIVE MEMORY AT A KOREAN PERFORMING ARTS STUDIO Lauren Rebecca Ash-Morgan, M.A., 2009 Directed By: Professor Robert C. Provine School of Music This thesis is the result of seventeen months’ field work as a dance and pansori student at the Washington Korean Dance Company studio. It examines the studio experience, focusing on three levels of interaction. First, I describe participants’ interactions with each other, which create a strong studio community and a women’s “Korean space” at the intersection of culturally hybrid lives. Second, I examine interactions with the physical challenges presented by these arts and explain the satisfaction that these challenges can generate using Csikszentmihalyi’s theory of “optimal experience” or “flow.” Third, I examine interactions with discourse on the meanings and histories of these arts. I suggest that participants can find deeper significance in performing these arts as a result of this discourse, forming intellectual and emotional bonds to imagined people of the past and present. Finally, I explain how all these levels of interaction can foster in the participant an increasingly rich and complex identity. KOREAN DANCE AND PANSORI IN D.C.: INTERACTIONS WITH OTHERS, THE BODY, AND COLLECTIVE MEMORY AT A KOREAN PERFORMING ARTS STUDIO By Lauren Rebecca Ash-Morgan Thesis submitted to the Faculty of the Graduate School of the University of Maryland, College Park, in partial fulfillment of the requirements for the degree of Master of Arts 2009 Advisory Committee: Dr. Robert C. Provine, Chair Dr. -
Percussion Syllabus
Table of Contents Message from the President . .4 RCM Examinations at Preface . .5 www.rcmexaminations.org . .5 SECTION 1 — GENERAL INFORMATION Application Forms . .6 ARCT Examinations . .9 Application Procedure and Deadlines . .6 Credits for Musicianship . .10 Examination Schedules . .6 Certificates and Diplomas . .10 Examination Centres . .7 Secondary School Music Credits . .11 Fee Extensions and Refunds . .7 Registered Education Savings Plan (RESP) Examination Results . .8 Eligibility . .11 The Examiner’s Evaluation . .8 Gold and Silver Medals . .12 Theory Examinations: Prerequisites and Co-requisites . .8 SECTION 2 — EXAMINATION REQUIREMENTS Examination Repertoire . .13 Examination Procedures . .15 Da capo Signs and Repeats . .13 Instruments, Sticks, and Mallets . .15 Memory . .13 Music . .15 Syllabus Repertoire Lists . .13 Accompanists . .16 Editions . .13 Candidates with Special Needs . .16 Availability . .14 Table of Marks . .16 Anthologies and Collections . .14 Classification of Marks . .17 Orchestral Excerpts . .14 Supplemental Examinations . .17 Copyright and Photocopying . .14 Abbreviations . .19 Repertoire Substitutions . .14 Names of Publishers . .19 Substitutions from the Percussion Syllabus . .14 Other Abbreviations and Symbols . .20 Substitutions Requiring Approval . .15 Own Choice Substitutions . .15 SECTION 3 — PRACTICAL EXAMINATIONS Technical Requirements . .21 Grade 6 . .38 Rudiments . .22 Grade 8 . .43 Table of Rudiments by Grade . .25 Grade 9 . .49 Grade 1 . .26 Grade 10 . .55 Grade 2 . .29 Performer’s ARCT . .61 Grade 4 . .34 Teacher’s ARCT . .65 SECTION 4 — THEORY EXAMINATIONS Rudiments . .69 Music History . .70 Harmony, Keyboard Harmony, Musicianship . .70 Counterpoint, and Analysis . .69 Classification of Theory Marks . .70 SECTION 5 — BIBLIOGRAPHY General Resources . .71 Orchestral Excerpts . .74 Sight Reading and Ear Training . .71 Rudiments and Rhythm Dictionaries . .74 Official Examination Papers . -
Explore Music 7 World Drumming.Pdf (PDF 2.11
Explore Music 7: World Drumming Explore Music 7: World Drumming (Revised 2020) Page 1 Explore Music 7: World Drumming (Revised 2020) Page 2 Contents Explore Music 7: World Drumming Overview ........................................................................................................................................5 Unit 1: The Roots of Drumming (4-5 hours)..................................................................................7 Unit 2: Drum Circles (8-10 hours) .................................................................................................14 Unit 3: Ensemble Playing (11-14 hours) ........................................................................................32 Supporting Materials.......................................................................................................................50 References.................................................. ....................................................................................69 The instructional hours indicated for each unit provide guidelines for planning, rather than strict requirements. The sequence of skill and concept development is to be the focus of concern. Teachers are encouraged to adapt these suggested timelines to meet the needs of their students. To be effective in teaching this module, it is important to use the material contained in Explore Music: Curriculum Framework and Explore Music: Appendices. Therefore, it is recommended that these two components be frequently referenced to support the suggestions for