Rhythm, Beat, Drum Pattern
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A Transcultural Perspective on the Casting of the Rose Tattoo
RSA JOU R N A L 25/2014 GIULIANA MUS C IO A Transcultural Perspective on the Casting of The Rose Tattoo A transcultural perspective on the film The Rose Tattoo (Daniel Mann, 1955), written by Tennessee Williams, is motivated by its setting in an Italian-American community (specifically Sicilian) in Louisiana, and by its cast, which includes relevant Italian participation. A re-examination of its production and textuality illuminates not only Williams’ work but also the cultural interactions between Italy and the U.S. On the background, the popularity and critical appreciation of neorealist cinema.1 The production of the film The Rose Tattoo has a complicated history, which is worth recalling, in order to capture its peculiar transcultural implications in Williams’ own work, moving from some biographical elements. In the late 1940s Tennessee Williams was often traveling in Italy, and visited Sicily, invited by Luchino Visconti (who had directed The Glass Managerie in Rome, in 1946) for the shooting of La terra trema (1948), where he went with his partner Frank Merlo, an occasional actor of Sicilian origins (Williams, Notebooks 472). Thus his Italian experiences involved both his professional life, putting him in touch with the lively world of Italian postwar theater and film, and his affections, with new encounters and new friends. In the early 1950s Williams wrote The Rose Tattoo as a play for Anna Magnani, protagonist of the neorealist masterpiece Rome Open City (Roberto Rossellini, 1945). However, the Italian actress was not yet comfortable with acting in English and therefore the American stage version (1951) starred Maureen Stapleton instead and Method actor Eli Wallach. -
Dynamic Generation of Musical Notation from Musicxml Input on an Android Tablet
Dynamic Generation of Musical Notation from MusicXML Input on an Android Tablet THESIS Presented in Partial Fulfillment of the Requirements for the Degree Master of Science in the Graduate School of The Ohio State University By Laura Lynn Housley Graduate Program in Computer Science and Engineering The Ohio State University 2012 Master's Examination Committee: Rajiv Ramnath, Advisor Jayashree Ramanathan Copyright by Laura Lynn Housley 2012 Abstract For the purpose of increasing accessibility and customizability of sheet music, an application on an Android tablet was designed that generates and displays sheet music from a MusicXML input file. Generating sheet music on a tablet device from a MusicXML file poses many interesting challenges. When a user is allowed to set the size and colors of an image, the image must be redrawn with every change. Instead of zooming in and out on an already existing image, the positions of the various musical symbols must be recalculated to fit the new dimensions. These changes must preserve the relationships between the various musical symbols. Other topics include the laying out and measuring of notes, accidentals, beams, slurs, and staffs. In addition to drawing a large bitmap, an application that effectively presents sheet music must provide a way to scroll this music across a small tablet screen at a specified tempo. A method for using animation on Android is discussed that accomplishes this scrolling requirement. Also a generalized method for writing text-based documents to describe notations similar to musical notation is discussed. This method is based off of the knowledge gained from using MusicXML. -
The Snare Drum Roll
ACADEMY OF MUSIC AND DRAMA The Snare Drum Roll Lúcia Viana da Silva Independent Project (Degree Project), 30 HEC, Master of Fine Arts in Symphonic Orchestra Performance Spring Semester, 2017 Independent Project (Degree Project), 30 higher education credits Master of Fine Arts in Symphonic Orchestra Performance Academy of Music and Drama, University of Gothenburg Spring semester, 2017 Author: Lúcia Viana da Silva Title: The Snare Drum Roll Supervisor: PhD Maria Bania Examiner: PhD. Tilman Skowroneck ABSTRACT Key words: orchestral percussion, snare drum, technique, roll. Like most other percussion instruments, the snare drum was introduced relatively late in the symphonic orchestra, and major changes and improvements concerning its playing techniques are still taking place. One of the most distinctive aspects of the snare drum is the roll, which consists of a challenge that most percussionists face eventually during their career. This project reflects my research on the snare drum roll during the last two years, gives a short background of snare drum playing and its technical development, and provides observations and reflections of different techniques to play a roll. As a percussionist myself, I analyzed and practiced on the execution of rolls as part of the research. This project includes notes on my interpretation of four orchestral excerpts, showing how technical development and control over the roll open musical possibilities to the orchestral percussionist. 2 ACKNOWLEDGEMTS I would first like to thank my supervisor, PhD Maria Bania, who was always available and responsive to my questions and supportive of my ideas. Her enthusiasm and constant demand gave me the drive and encouragement for writing this thesis. -
TIME SIGNATURES, TEMPO, BEAT and GORDONIAN SYLLABLES EXPLAINED
TIME SIGNATURES, TEMPO, BEAT and GORDONIAN SYLLABLES EXPLAINED TIME SIGNATURES Time Signatures are represented by a fraction. The top number tells the performer how many beats in each measure. This number can be any number from 1 to infinity. However, time signatures, for us, will rarely have a top number larger than 7. The bottom number can only be the numbers 1, 2, 4, 8, 16, 32, 64, 128, 256, 512, et c. These numbers represent the note values of a whole note, half note, quarter note, eighth note, sixteenth note, thirty- second note, sixty-fourth note, one hundred twenty-eighth note, two hundred fifty-sixth note, five hundred twelfth note, et c. However, time signatures, for us, will only have a bottom numbers 2, 4, 8, 16, and possibly 32. Examples of Time Signatures: TEMPO Tempo is the speed at which the beats happen. The tempo can remain steady from the first beat to the last beat of a piece of music or it can speed up or slow down within a section, a phrase, or a measure of music. Performers need to watch the conductor for any changes in the tempo. Tempo is the Italian word for “time.” Below are terms that refer to the tempo and metronome settings for each term. BPM is short for Beats Per Minute. This number is what one would set the metronome. Please note that these numbers are generalities and should never be considered as strict ranges. Time Signatures, music genres, instrumentations, and a host of other considerations may make a tempo of Grave a little faster or slower than as listed below. -
Delmer Daves ̘͙” ˪…˶€ (Ìž'í'ˆìœ¼ë¡Œ)
Delmer Daves ì˜í ™” 명부 (작품으로) The Hanging https://ko.listvote.com/lists/film/movies/the-hanging-tree-1193688/actors Tree Demetrius and https://ko.listvote.com/lists/film/movies/demetrius-and-the-gladiators-1213081/actors the Gladiators Dark Passage https://ko.listvote.com/lists/film/movies/dark-passage-1302406/actors Never Let Me https://ko.listvote.com/lists/film/movies/never-let-me-go-1347666/actors Go The https://ko.listvote.com/lists/film/movies/the-badlanders-1510303/actors Badlanders Cowboy https://ko.listvote.com/lists/film/movies/cowboy-1747719/actors Kings Go https://ko.listvote.com/lists/film/movies/kings-go-forth-2060830/actors Forth Drum Beat https://ko.listvote.com/lists/film/movies/drum-beat-2081544/actors Jubal https://ko.listvote.com/lists/film/movies/jubal-2481256/actors Hollywood https://ko.listvote.com/lists/film/movies/hollywood-canteen-261550/actors Canteen Rome https://ko.listvote.com/lists/film/movies/rome-adventure-319170/actors Adventure Bird of https://ko.listvote.com/lists/film/movies/bird-of-paradise-3204466/actors Paradise The Battle of https://ko.listvote.com/lists/film/movies/the-battle-of-the-villa-fiorita-3206509/actors the Villa Fiorita The Red https://ko.listvote.com/lists/film/movies/the-red-house-3210438/actors House Treasure of the Golden https://ko.listvote.com/lists/film/movies/treasure-of-the-golden-condor-3227913/actors Condor Return of the https://ko.listvote.com/lists/film/movies/return-of-the-texan-3428288/actors Texan Susan Slade https://ko.listvote.com/lists/film/movies/susan-slade-3505607/actors -
Nativity of St John the Baptist, 24Th June 2018 How Many Times Do You
Nativity of St John the Baptist, 24th June 2018 How many times do you reckon the name of St John the Baptist appears at Mass, normally? I say “normally”, because obviously today he gets bit more of a mention. Well, if we start from the start, we find his name twice in the list of saints from the priest‟s Confiteor: “Confiteor […] beato Ioanni Baptistae (I confess […] to blessed John the Baptist)”, and then “precor […] beatum Ioannem Baptistam (I beseech […] blessed John the Baptist)”. This is subsequently repeated in the Confiteor of the servers: St John is therefore mentioned four times at the beginning of Mass. We have to go further on, passed where we are at the moment, the homily or sermon, deep into the Offertory, and there we again encounter his name, this time in the prayer, “Suscipe, sancta Trinitas (Receive, O Holy Trinity)”, after the priest has washed his hands and returned to the centre of the altar: “Suscipe, sancta Trinitas, hanc oblationem, quam tibi offerimus (Receive, O Holy Trinity, this oblation which we offer unto thee) […] in honorem […] beati Ioannis Baptistae (in honour […] of blessed John the Baptist)”. To keep count: that is now five times. Then in the Canon of the Mass, in the list of saints after the Consecration, John the Baptist actually heads the list: “partem aliquam, et societatem donare digneris (graciously grant some share and fellowship), cum tuis sanctis Apostolis et Martyribus: cum Ioanne (with thy holy Apostles and Martyrs: with John)”. That is the sixth time. Lastly, St John the Baptist makes an appearance in the Last Gospel: “Fuit homo missus a Deo, cui nomen erat Ioannes (There was a man sent from God, whose name was John)” (Jn 1:6). -
GRIT Program Schedule Listings in Eastern Time
GRIT Program Schedule Listings in Eastern Time Week Of 07-09-2018 Grit 7/9 Mon 7/10 Tue 7/11 Wed 7/12 Thu 7/13 Fri 7/14 Sat 7/15 Sun Grit 06:00A Zane Grey Theatre: TV-PG L, V; CC Zane Grey Theatre: TV-PG L, V; CC Zane Grey Theatre: TV-PG L, V; CC Zane Grey Theatre: TV-PG L, V; CC Zane Grey Theatre: TV-PG L, V; CC Movie: The Redhead And The Cowboy Movie: Westbound 06:00A 06:30A Zane Grey Theatre: TV-PG L, V; CC Zane Grey Theatre: TV-PG L, V; CC Zane Grey Theatre: TV-PG L, V; CC Zane Grey Theatre: TV-PG L, V; CC Zane Grey Theatre: TV-PG L, V; CC TV-PG V; 1951 TV-PG V; 1959 06:30A CC CC 07:00A Death Valley Days: TV-PG L, V; CC Death Valley Days: TV-PG L, V; CC Death Valley Days: TV-PG L, V; CC Death Valley Days: TV-PG L, V; CC Death Valley Days: TV-PG L, V; CC 07:00A 07:30A Death Valley Days: TV-PG L, V; CC Death Valley Days: TV-PG L, V; CC Death Valley Days: TV-PG L, V; CC Death Valley Days: TV-PG; CC Death Valley Days: TV-PG L, V; CC Movie: Across The Wide Missouri 07:30A 08:00A The Life And Legend Of Wyatt Earp: The Life And Legend Of Wyatt Earp: The Life And Legend Of Wyatt Earp: The Life And Legend Of Wyatt Earp: The Life And Legend Of Wyatt Earp: Movie: Colt .45 TV-PG V; 1951 08:00A CC 08:30A TheTV-PG Life V; And CC Legend Of Wyatt Earp: TheTV-PG Life V; And CC Legend Of Wyatt Earp: TheTV-PG Life V; And CC Legend Of Wyatt Earp: TheTV-PG Life V; And CC Legend Of Wyatt Earp: TheTV-PG Life V; And CC Legend Of Wyatt Earp: TV-PG V; 1950 08:30A CC 09:00A TheTV-PG Life V; And CC Legend Of Wyatt Earp: TheTV-PG Life V; And CC Legend Of Wyatt -
Poetic Diction, Poetic Discourse and the Poetic Register
proceedings of the British Academy, 93.21-93 Poetic Diction, Poetic Discourse and the Poetic Register R. G. G. COLEMAN Summary. A number of distinctive characteristics can be iden- tified in the language used by Latin poets. To start with the lexicon, most of the words commonly cited as instances of poetic diction - ensis; fessus, meare, de, -que. -que etc. - are demonstrably archaic, having been displaced in the prose register. Archaic too are certain grammatical forms found in poetry - e.g. auldi, gen. pl. superum, agier, conticuere - and syntactic constructions like the use of simple cases for pre- I.positional phrases and of infinitives instead of the clausal structures of classical prose. Poets in all languages exploit the linguistic resources of past as well as present, but this facility is especially prominent where, as in Latin, the genre traditions positively encouraged imitatio. Some of the syntactic character- istics are influenced wholly or partly by Greek, as are other ingredients of the poetic register. The classical quantitative metres, derived from Greek, dictated the rhythmic pattern of the Latin words. Greek loan words and especially proper names - Chaoniae, Corydon, Pyrrha, Tempe, Theseus, Zephym etc. -brought exotic tones to the aural texture, often enhanced by Greek case forms. They also brought an allusive richness to their contexts. However, the most impressive charac- teristics after the metre were not dependent on foreign intrusion: the creation of imagery, often as an essential feature of a poetic argument, and the tropes of semantic transfer - metaphor, metonymy, synecdoche - were frequently deployed through common words. In fact no words were too prosaic to appear in even the highest poetic contexts, always assuming their metricality. -
The Poetry Handbook I Read / That John Donne Must Be Taken at Speed : / Which Is All Very Well / Were It Not for the Smell / of His Feet Catechising His Creed.)
Introduction his book is for anyone who wants to read poetry with a better understanding of its craft and technique ; it is also a textbook T and crib for school and undergraduate students facing exams in practical criticism. Teaching the practical criticism of poetry at several universities, and talking to students about their previous teaching, has made me sharply aware of how little consensus there is about the subject. Some teachers do not distinguish practical critic- ism from critical theory, or regard it as a critical theory, to be taught alongside psychoanalytical, feminist, Marxist, and structuralist theor- ies ; others seem to do very little except invite discussion of ‘how it feels’ to read poem x. And as practical criticism (though not always called that) remains compulsory in most English Literature course- work and exams, at school and university, this is an unwelcome state of affairs. For students there are many consequences. Teachers at school and university may contradict one another, and too rarely put the problem of differing viewpoints and frameworks for analysis in perspective ; important aspects of the subject are omitted in the confusion, leaving otherwise more than competent students with little or no idea of what they are being asked to do. How can this be remedied without losing the richness and diversity of thought which, at its best, practical criticism can foster ? What are the basics ? How may they best be taught ? My own answer is that the basics are an understanding of and ability to judge the elements of a poet’s craft. Profoundly different as they are, Chaucer, Shakespeare, Pope, Dickinson, Eliot, Walcott, and Plath could readily converse about the techniques of which they are common masters ; few undergraduates I have encountered know much about metre beyond the terms ‘blank verse’ and ‘iambic pentameter’, much about form beyond ‘couplet’ and ‘sonnet’, or anything about rhyme more complicated than an assertion that two words do or don’t. -
Elements English Prosody
E L E M E N T S E N G L I S H P R O S O D Y i CQEKS .5639ZNQZIR ‘FCU? LHiE IflV ‘Sf GUECLR E X P L AN AT O R Y O F T H E V A R IO U S T E R M S U S E D IN “ K N R O C H O E YC O M B . H N R U S K IN L L D O . ' , , H N A Y Q T U DE N T O F C H IS T C H U C H XF D A N D H N A Y O F O OR R R R , O OR ; O OR R C P U S C H R IQ T I C L L E G E X F D OR O , O OR . G E OR G E AL L E N , U N N Y ID R P IN G T N K N T S S E , O O , E . 1 8 8 0 . l W tson an d V ine P rin ters L on d on a n d A lesbu r . H a z el , a , y, , y y F A E P R E C . H AV E n ever hitherto printed any bo o k falling so far short of what I hoped to make it as this sketch of the system of English Prosody ; but I had e I no conc ption , when threw the first notes of it together, what a number of difficult and interesting questions would arise out of the vari a ble conditions of national ear for music, and intention in song . -
Music Braille Code, 2015
MUSIC BRAILLE CODE, 2015 Developed Under the Sponsorship of the BRAILLE AUTHORITY OF NORTH AMERICA Published by The Braille Authority of North America ©2016 by the Braille Authority of North America All rights reserved. This material may be duplicated but not altered or sold. ISBN: 978-0-9859473-6-1 (Print) ISBN: 978-0-9859473-7-8 (Braille) Printed by the American Printing House for the Blind. Copies may be purchased from: American Printing House for the Blind 1839 Frankfort Avenue Louisville, Kentucky 40206-3148 502-895-2405 • 800-223-1839 www.aph.org [email protected] Catalog Number: 7-09651-01 The mission and purpose of The Braille Authority of North America are to assure literacy for tactile readers through the standardization of braille and/or tactile graphics. BANA promotes and facilitates the use, teaching, and production of braille. It publishes rules, interprets, and renders opinions pertaining to braille in all existing codes. It deals with codes now in existence or to be developed in the future, in collaboration with other countries using English braille. In exercising its function and authority, BANA considers the effects of its decisions on other existing braille codes and formats, the ease of production by various methods, and acceptability to readers. For more information and resources, visit www.brailleauthority.org. ii BANA Music Technical Committee, 2015 Lawrence R. Smith, Chairman Karin Auckenthaler Gilbert Busch Karen Gearreald Dan Geminder Beverly McKenney Harvey Miller Tom Ridgeway Other Contributors Christina Davidson, BANA Music Technical Committee Consultant Richard Taesch, BANA Music Technical Committee Consultant Roger Firman, International Consultant Ruth Rozen, BANA Board Liaison iii TABLE OF CONTENTS ACKNOWLEDGMENTS .............................................................. -
A Study of Percussion Pedagogical Texts and a Percussion Primer Nathaniel Gworek University of Connecticut - Storrs, [email protected]
University of Connecticut OpenCommons@UConn Doctoral Dissertations University of Connecticut Graduate School 4-7-2017 A Study of Percussion Pedagogical Texts and a Percussion Primer Nathaniel Gworek University of Connecticut - Storrs, [email protected] Follow this and additional works at: https://opencommons.uconn.edu/dissertations Recommended Citation Gworek, Nathaniel, "A Study of Percussion Pedagogical Texts and a Percussion Primer" (2017). Doctoral Dissertations. 1388. https://opencommons.uconn.edu/dissertations/1388 A Study of Percussion Pedagogical Texts and a Percussion Primer Nathaniel Richard Gworek, DMA University of Connecticut, 2017 My dissertation project is in two parts; the first part examines and evaluates percussion pedagogical literature from the past century, while the second is a percussion primer of my own authorship. The primer, which assumes a basic knowledge of standard musical notation, provide a structured system of teaching and learning percussion technique; it is supplemented with videos to utilize current technology as an educational resource. Many percussion method books have a narrow focus on only one instrument. There are few comprehensive resources that address the entire family of instruments, but they generally cater to a college level audience. My research focuses on the layout of the comprehensive resources while utilizing the narrow sources to inform my exercises. This research helped me find a middle ground, providing the technical development of the narrow focus resources while covering the breadth of topics in the comprehensive resources. This, in turn, help me develop an informationally inclusive yet concise resource for instructors and for students of all ages. My primer contain lessons on snare drum, timpani, and mallet percussion, and complementary instruments, such as bass drum, triangle, and cymbals.