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Economic Impact of the Recorded Music Industry in India September 2019
Economic impact of the recorded music industry in India September 2019 Economic impact of the recorded music industry in India Contents Foreword by IMI 04 Foreword by Deloitte India 05 Glossary 06 Executive summary 08 Indian recorded music industry: Size and growth 11 Indian music’s place in the world: Punching below its weight 13 An introduction to economic impact: The amplification effect 14 Indian recorded music industry: First order impact 17 “Formal” partner industries: Powered by music 18 TV broadcasting 18 FM radio 20 Live events 21 Films 22 Audio streaming OTT 24 Summary of impact at formal partner industries 25 Informal usage of music: The invisible hand 26 A peek into brass bands 27 Typical brass band structure 28 Revenue model 28 A glimpse into the lives of band members 30 Challenges faced by brass bands 31 Deep connection with music 31 Impact beyond the numbers: Counts, but cannot be counted 32 Challenges faced by the industry: Hurdles to growth 35 Way forward: Laying the foundation for growth 40 Conclusive remarks: Unlocking the amplification effect of music 45 Acknowledgements 48 03 Economic impact of the recorded music industry in India Foreword by IMI CIRCA 2019: the story of the recorded Nusrat Fateh Ali-Khan, Noor Jehan, Abida “I know you may not music industry would be that of David Parveen, Runa Laila, and, of course, the powering Goliath. The supercharged INR iconic Radio Ceylon. Shifts in technology neglect me, but it may 1,068 crore recorded music industry in and outdated legislation have meant be too late by the time India provides high-octane: that the recorded music industries in a. -
Landscaping India: from Colony to Postcolony
Syracuse University SURFACE English - Dissertations College of Arts and Sciences 8-2013 Landscaping India: From Colony to Postcolony Sandeep Banerjee Follow this and additional works at: https://surface.syr.edu/eng_etd Part of the English Language and Literature Commons, Geography Commons, and the South and Southeast Asian Languages and Societies Commons Recommended Citation Banerjee, Sandeep, "Landscaping India: From Colony to Postcolony" (2013). English - Dissertations. 65. https://surface.syr.edu/eng_etd/65 This Dissertation is brought to you for free and open access by the College of Arts and Sciences at SURFACE. It has been accepted for inclusion in English - Dissertations by an authorized administrator of SURFACE. For more information, please contact [email protected]. ABSTRACT Landscaping India investigates the use of landscapes in colonial and anti-colonial representations of India from the mid-nineteenth to the early-twentieth centuries. It examines literary and cultural texts in addition to, and along with, “non-literary” documents such as departmental and census reports published by the British Indian government, popular geography texts and text-books, travel guides, private journals, and newspaper reportage to develop a wider interpretative context for literary and cultural analysis of colonialism in South Asia. Drawing of materialist theorizations of “landscape” developed in the disciplines of geography, literary and cultural studies, and art history, Landscaping India examines the colonial landscape as a product of colonial hegemony, as well as a process of constructing, maintaining and challenging it. In so doing, it illuminates the conditions of possibility for, and the historico-geographical processes that structure, the production of the Indian nation. -
"Improvised" Music
The University of Manchester Research Formulas and the building blocks of humr style: a study in "improvised" music Document Version Final published version Link to publication record in Manchester Research Explorer Citation for published version (APA): Alaghband-Zadeh, C. (2012). Formulas and the building blocks of humr style: a study in "improvised" music. Analytical Approaches to World Music Journal, 2(1), 1-48. Published in: Analytical Approaches to World Music Journal Citing this paper Please note that where the full-text provided on Manchester Research Explorer is the Author Accepted Manuscript or Proof version this may differ from the final Published version. If citing, it is advised that you check and use the publisher's definitive version. General rights Copyright and moral rights for the publications made accessible in the Research Explorer are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. Takedown policy If you believe that this document breaches copyright please refer to the University of Manchester’s Takedown Procedures [http://man.ac.uk/04Y6Bo] or contact [email protected] providing relevant details, so we can investigate your claim. Download date:06. Oct. 2021 Formulas and the Building Blocks of Ṭhumrī Style—A Study in “Improvised” Music Chloe Zadeh PART I: IMPROVISATION, STRUCTURE AND FORMULAS IN NORTH INDIAN CLASSICAL MUSIC usicians, musicologists and -
Formulas and the Building Blocks of Ṭhumrī Style—A Study in “Improvised” Music
Formulas and the Building Blocks of Ṭhumrī Style—A Study in “Improvised” Music Chloe Zadeh PART I: IMPROVISATION, STRUCTURE AND FORMULAS IN NORTH INDIAN CLASSICAL MUSIC usicians, musicologists and teenage backpackers alike speak of “improvisation” in M modern-day Indian classical music.1 Musicians use the term to draw attention to differences between different portions of a performance, distinguishing between the “composition” of a particular performance (in vocal music, a short melody, setting a couple of lines of lyrics) and the rest of the performance, which involves musical material that is different in each performance and that musicians often claim to have made up on the spur of the moment.2 In their article “Improvisation in Iranian and Indian music,” Richard Widdess and Laudan Nooshin draw attention to modern-day Indian terminology which reflects a conceptual distinction between improvised and pre-composed sections of a performance (2006, 2–4). The concept of improvisation has also been central to Western imaginings of North Indian classical music in the twentieth century. John Napier has discussed the long history of Western descriptions of Indian music as “improvised” or “extemporized,” which he dates back to the work of Fox Strangways in 1914. He points out the importance the concept took on, for example, in the way in which Indian music was introduced to mainstream Western audiences in the 1960s; he notes that the belief that the performance of Indian music 1 I am very grateful to Richard Widdess and Peter Manuel for their comments on draft versions of this article. 2 The relationship between those parts of the performance that musicians label the “composition” and the rest of the performance is actually slightly more complicated than this; throughout, a performance of North Indian classical music is normally punctuated by a refrain, or mukhra, which is a part of the composition. -
A) Indian Music (Hindustani) (872
MUSIC Aims: One of the three following syllabuses may be offered: 1. To encourage creative expression in music. 2. To develop the powers of musical appreciation. (A) Indian Music (Hindustani) (872). (B) Indian Music (Carnatic) (873). (C) Western Music (874). (A) INDIAN MUSIC (HINDUSTANI) (872) (May not be taken with Western Music or Carnatic Music) CLASSES XI & XII The Syllabus is divided into three parts: PAPER 2: PRACTICAL (30 Marks) Part 1 (Vocal), The practical work is to be evaluated by the teacher and a Visiting Practical Examiner appointed locally Part 2 (Instrumental) and and approved by the Council. Part 3 (Tabla) EVALUATION: Candidates will be required to offer one of the parts Marks will be distributed as follows: of the syllabus. • Practical Examination: 20 Marks There will be two papers: • Evaluation by Visiting Practical 5 Marks Paper 1: Theory 3 hours ….. 70 marks Examiner: Paper 2: Practical ….. 30 marks. (General impression of total Candidates will be required to appear for both the performance in the Practical papers from one part only. Examination: accuracy of Shruti and Laya, confidence, posture, PAPER 1: THEORY (70 Marks) tonal quality and expression) In the Theory paper candidates will be required to • Evaluation by the Teacher: 5 Marks attempt five questions in all, two questions from Section A (General) and EITHER three questions (of work done by the candidate from Section B (Vocal or Instrumental) OR three during the year). questions from Section C (Tabla). NOTE: Evaluation of Practical Work for Class XI is to be done by the Internal Examiner. 266 CLASS XI PART 1: VOCAL MUSIC PAPER 1: THEORY (70 Marks) The above Ragas with special reference to their notes Thaat, Jaati, Aaroh, Avaroh, Pakad, Vadi, 1. -
International Journal of Current Advan Urnal of Current Advanced Research
International Journal of Current Advanced Research ISSN: O: 2319-6475, ISSN: P: 2319-6505, Impact Factor: 6.614 Available Online at www.journalijcar.org Volume 8; Issue 11 (A); November 2019; Page No.20401-20402 DOI: http://dx.doi.org/10.24327/ijcar.2019.20402.3984 Research Article VARIATIONS IN TRANSLATIONS: VANDE MATARAM Debopam Raha Department English, Achhruram Memorial College, Jhalda, West Bengal, India ARTICLE INFO ABSTRACT Article History: Bengali novelist Bankim Chandra Chattopadhyay composed the song Vande Mataram Received 24th August, 2019 which was included in his famous novel Ananda Math. The song became inspiration for Received in revised form 19th generations of freedom fighters and the utterance “Vande Mataram” became a popular September, 2019 slogan and mantra among them. After independence the song was accepted as the National Accepted 25th October, 2019 Song. Different translators at different points of time have translated the song into English. Published online 28th November, 2019 Among these translations most common is by Aurobindo Ghosh or Sri Aurobindo, the freedom fighter turned spiritual leader. There is an anonymous translation which has later Key words: been incorporated by Basanta Koomar Roy in his translation of Ananda Math. More recently, Julius J. Lipner, a half-Czech and half-Indian Professor of Hinduism and the Aurobindo Ghosh, Basanta Koomar Roy, Julius Comparative Study of Religion, University of Cambridge, has translated the song as part of J. Lipner, Translation, Vande Mataram. his translation of the novel Ananda Math published last year from OUP. Done in different periods of political history, by translators of different identities and different objectives, these translations share similarities and differences. -
MUSIC Hindustani
The Maharaja Sayajirao University of Baroda, Vadodara Ph. D Entrance Tet (PET) SYLLABUS Subject: MUSIC PET ExamCode : 21 Hindustani (Vocal, Instrumental & Musicology), Karnataka, Percussion and Rabindra Sangeet Note:- Unit-I, II, III & IV are common to all in music Unit-V to X are subject specific in music -1- Unit-I Technical Terms: Sangeet, Nada: ahata & anahata , Shruti & its five jaties, Seven Vedic Swaras, Seven Swaras used in Gandharva, Suddha & Vikrit Swara, Vadi- Samvadi, Anuvadi-Vivadi, Saptak, Aroha, Avaroha, Pakad / vishesa sanchara, Purvanga, Uttaranga, Audava, Shadava, Sampoorna, Varna, Alankara, Alapa, Tana, Gamaka, Alpatva-Bahutva, Graha, Ansha, Nyasa, Apanyas, Avirbhav,Tirobhava, Geeta; Gandharva, Gana, Marga Sangeeta, Deshi Sangeeta, Kutapa, Vrinda, Vaggeyakara Mela, Thata, Raga, Upanga ,Bhashanga ,Meend, Khatka, Murki, Soot, Gat, Jod, Jhala, Ghaseet, Baj, Harmony and Melody, Tala, laya and different layakari, common talas in Hindustani music, Sapta Talas and 35 Talas, Taladasa pranas, Yati, Theka, Matra, Vibhag, Tali, Khali, Quida, Peshkar, Uthaan, Gat, Paran, Rela, Tihai, Chakradar, Laggi, Ladi, Marga-Deshi Tala, Avartana, Sama, Vishama, Atita, Anagata, Dasvidha Gamakas, Panchdasa Gamakas ,Katapayadi scheme, Names of 12 Chakras, Twelve Swarasthanas, Niraval, Sangati, Mudra, Shadangas , Alapana, Tanam, Kaku, Akarmatrik notations. Unit-II Folk Music Origin, evolution and classification of Indian folk song / music. Characteristics of folk music. Detailed study of folk music, folk instruments and performers of various regions in India. Ragas and Talas used in folk music Folk fairs & festivals in India. -2- Unit-III Rasa and Aesthetics: Rasa, Principles of Rasa according to Bharata and others. Rasa nishpatti and its application to Indian Classical Music. Bhava and Rasa Rasa in relation to swara, laya, tala, chhanda and lyrics. -
Seva Utsava 2017 ¸ÉêÁ Gvàìªà 2017 National High School Grounds, Basavanagudi December 31, 2016 to January 2, 2017 Seva Utsava 2017
C C ॥ सुजलाम् सुफलाम् मातरम् वंदॆ॥ Seva Utsava 2017 ¸ÉêÁ GvÀìªÀ 2017 National High School Grounds, Basavanagudi December 31, 2016 to January 2, 2017 Seva Utsava 2017 Highlights of Utsava Namaste ! Adamya Chetana Seva Utsava is back… bigger, greener and more ecofriendly Q ‘Kalaam-Salaam' an Exhibition showcasing missile man than ever. Celebrating the essence of learning, creativity, patriotism and knowledge. Dr. APJ Abdul Kalam's contribution in the fields of Welcoming the New Year like never before ! Full of zeal, zest and enthusiasm Defence, Space & Aeronautics. HAL, ISRO, BEL, NAL and all DRDO labs will participate in this with their ADAMYA CHETANA - A BRIEF INTRODUCTION models, charts and live demos Adamya Chetana is a charitable organization working in the field of education with Q Thousands will sing Vande Mataram on 1st January, 2017 Anna - Akshara - Arogya (Food - Education - Health) as its core intervention areas Q Under the patronage of Shri AnanthKumar, Honorable Member of Parliament [Bengaluru Sujalaam Suphalaam Mataram Vande — Theme based South] and Union Cabinet Minister. Everyday around two lakh school-children are being Exhibition served midday meals everyday through five community kitchens established in Bengaluru, Q Exquisite cultural programmes by well-known artists Hubballi-Dharwad, Kalaburgi, Harihar and Jodhpur (Rajasthan). Through these centers, Q Adamya Chetana has the distinction of serving over 43 Crore Midday meals till date. The cultural feast on 31st will continue till 12.00 Adamya Chetana has been instrumental in initiating various projects such as midnight followed by Veda Ghosha and Oath for the new F Mid day meals project (hot and nutritious meals to around 2 lakh children everyday) year. -
Introduction to India and South Asia
Professor Benjamin R. Siegel Lecture, Fall 2018 History Department, Boston University T, Th, 12:30-1:45, CAS B20 [email protected] Office Hours: T: 11:00-12:15 Office: Room 205, 226 Bay State Road Th: 11:00-12:15, 2:00-3:15 & by appt. HI234: Introduction to India and South Asia Course Description It is easy to think of the Indian subcontinent, home of nearly 1.7 billion people, as a region only now moving into the global limelight, propelled by remarkable growth against a backdrop of enduring poverty, and dramatic contestations over civil society. Yet since antiquity, South Asia has been one of the world’s most dynamic crossroads, a place where cultures met and exchanged ideas, goods, and populations. The region was the site of the most prolonged and intensive colonial encounter in the form of Britain’s Indian empire, and Indian individuals and ideas entered into long conversations with counterparts in Europe, the Middle East, East and Southeast Asia, and elsewhere. Since India’s independence and partition into two countries in 1947, the region has struggled to overcome poverty, disease, ethnic strife and political conflict. Its three major countries – India, Pakistan, and Bangladesh – have undertaken three distinct experiments in democracy with three radically divergent outcomes. Those countries’ large, important diaspora populations and others have played important roles in these nation’s development, even as the larger world grows more aware of how important South Asia remains, and will become. 1 HI 234 – Course Essentials This BU Hub course is a survey of South Asian history from antiquity to the present, focusing on the ideas, encounters, and exchanges that have formed this dynamic region. -
Tagore, the Home and the World
Rabindranath Tagore’s Ghare Baire (Bengali, 1915) / The Home and the World (1919) EN123, Modern World Literatures Lecture: Week 1, Term 2 Dr. Divya Rao ([email protected]) Rabindranath Tagore (1861-1941) • Man of Letters, Nobel Prize (1913) • Modernist | Humanist | Internationalist • Viswa Bharati University (1921) – a radical experiment in education • Benevolent Paternalist: elite, upper-caste, upper-class Bengali family; landed gentry that combined traditional zamindari (‘landlordism’) with modern education and progressive ideals and politics • Renounced knighthood in the aftermath of the Jallianwala Bagh Massacre (1919) The Indian Empire in 1907. From Charles Joppen, Historical Atlas of India for the Use of High Schools, Colleges, & Private Students (London, Longmans, Green & Co., 1907), No. 26. [Source: Wikipedia] Partition of Bengal in 1905. The western part (Bengal) gained parts of Odisha, the eastern part (Eastern Bengal and Assam) regained Assam that had been made a separate province in 1874 Historical Context • 1905, Lord Curzon’s Partition of Bengal (‘divide and rule’) • The crystallisation of Hindu- Muslim communal division: which sets off a series of major historical repercussions thereafter (and felt even today) • 1905-1908: Swadeshi movement—sees both reformists and revolutionaries; moderates and extremists • Boycott of foreign goods; emphasis on economic self- reliance The Home and the World (‘Ghare Baire’) • 1915-1916: appears in the serialised form in avant- garde journal Sabuj Patra (‘Green Leaves’) • 1919: translated into English by Tagore’s nephew (in consultation with Tagore) Surendranath Tagore • Intersections of: Home | Nation | World with that of Tradition | Modernity • Colloquial Cholito-bhasha (‘running language’) preferred to Sanskritised Sadhu-bhasha (‘uptight language’) Influences on the Novel • Auguste Comte (1798-1857): French philosopher and social scientist; formulated the doctrine of positivism. -
Instrumental Music (Tabla)
Page 1 of 14 Proposed Syllabus For Bachelor of Performing Arts Specialisation In Instrumental Music (Tabla) : Duration : 6 Semester / 3years : Offered by: Department of Performing Arts Assam University, Silchar Proposed Syllabus For Bachelor of Performing Arts, Specialisation In Instrumental Music (Tabla) Prepared by: Mr. Pintu Saha, Assistant Professor, DPA, Assam University, Silchar Page 2 of 14 OBJECTIVE OF THE SYLLABUS The objective of the Proposed Syllabus For Bachelor of Performing Arts, Specialization in instrumental Music (Tabla) in is to offer the students a programme that may help them to understand the techniques at moderate level music performance. The programme offers them information about the Indian Music History, expose them to the general theory of performance, expose them to the basics of European Music, give them some idea about Musical Acoustics and detailed discussions on solo performance and accompaniment techniques of Tabla. Proposed Syllabus For Bachelor of Performing Arts, Specialisation In Instrumental Music (Tabla) Prepared by: Mr. Pintu Saha, Assistant Professor, DPA, Assam University, Silchar Page 3 of 14 Course Structure for Specialization In Instrumental Music (Tabla) Cours Semester Course Course Title Total Evaluation Maximum Marks e Code Type Credits Pattern Internal External BPA I AECC General English/MIL 2 Theory 30 70 101 BPA I CC Ancient and Medieval History of 6 Theory 30 70 102 Hindustani Percussion Instruments BPA I CC Part I: Introduction to basic Taals of 6 Practical 30 70 103 Tabla and knowledge of layakari. Part II: Performance studies with various rudiments of Hindustani Percussion Music set to Teentaal. Stage I BPA I GE I Basic introduction to Tabla, Taal and 6 Practical 30 70 104 few terminologies with Examples. -
Performing Arts (91 – 95)
PERFORMING ARTS (91 – 95) Aims: 5. To develop a co-operative attitude through the organisation and participation associated with 1. To develop a perceptive, sensitive and critical music, dance and drama. response to music, dance and drama in its historical and cultural contexts. 6. To provide an appropriate body of knowledge with understanding, and to develop appropriate 2. To stimulate and develop an appreciation and skills as a basis for further study or leisure or enjoyment of music, dance and drama through both. active involvement. One of the following five syllabuses may be offered: 3. To balance the demands of disciplined skills and challenging standards in an environment of Hindustani Music (91) emotional, aesthetic, imaginative and creative Carnatic Music (92) development. Western Music (93) 4. To develop performing skills, and so encourage a participation in the wide range of performance Indian Dance (94) activities likely to be found in the school and Drama (95) community. HINDUSTANI MUSIC (91) CLASS IX There will be one paper of two hours carrying (b) Detailed topics: Swara (Shuddha and 100 marks and Internal Assessment of 100 marks. VikritSwars), Jati (Odava, Shadava, The syllabus is divided into three sections: Sampoorna), Laya (Vilambit, Madhya, Section A - Vocal Music Drut), Varna (Sthai, Arohi, Avarohi, Sanchari), Forms of Geet – Swaramalika, Section B - Instrumental Music Lakshangeet, Khayal (BadaKhayal and Section C - Tabla ChotaKhayal), Dhrupad. Candidates will be required to attempt five questions 2. Description of the five ragas mentioned under in all, two questions from Section A and either three ‘practical’ – their Thaat, Jati, Vadi-Samvadi, questions from Section B or three questions from Swaras (Varjit and Vikrit), Aroha-Avaroha, Section C.