Mongolian Folklore Expressed Through Music Technology Original Multimedia Soundtrack on Horseback Xinlei Chu
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The Chöömij of Mongolia a Spectral Analysis of Overtone Singing Ronald Walcott SELECTED REPORTS in Ethnomusicology Volume II, No
Soundtransformation, Michael Ormiston & Candida Valentino Web Pages The Chöömij of Mongolia A Spectral Analysis of Overtone Singing Ronald Walcott SELECTED REPORTS IN Ethnomusicology Volume II, No. 1 1974 CHÖÖMIJ* is the Mongolian name for a solo style of overtone singing where two distinct pitch lines are sounded throughout. One, a nasal-sounding drone of relatively constant pitch, corresponds to the fundamental; the other, consisting of piercing, whistle like tones, forms a melody, line above the drone and results from the reinforcement of individual overtones within the ambitus of the 5th through 13th partials. Reinforcement of partials is achieved by characteristic changes in the shape and volume of the mouth cavity. This is reminiscent of the principle of the Jew's harp,' where a vibrating tongue sounded at the lips produces a drone fundamental which the player modifies by shaping his mouth cavity so as to form a resonance chamber of critical volume. The volume of this chamber, functioning on the principle of a Helmholtz resonator, reinforces a narrow frequency band area within an existing spectrum. This band is sufficiently narrow to enable the singer to select a given single partial above the drone in accordance with the degree of modification made by him. The principle involving the reinforcement of discrete partials by a specific shaping of the mouth cavity is thus common to both chöömij and the Jew's harp. A difference, however, lies in the physical origination of the fundamental. In the Jew's harp it is produced at the lips, in the chöömij it originates in the throat region. -
Music-Program-Sheet.Pdf
MUSIC TECHNOLOGY Music Technology Associate in Science Major Code 2206 Program Description Entrance Requirements The Associate in Science degree in Music Technology is HS Diploma or GED designed for students who intend to seek employment in the commercial music field and for those who are presently Music Student Advising employed in the music technology field and desire Prior to seeking general academic advisement on their home advancement. Some of the careers, to which this sequence campuses, AA students majoring in music, and AS students may lead, are recording engineer, sound designer, live sound majoring in music production must first seek advisement reinforcement engineer and producer. on the music course of study through the office of the Visual & Performing Arts Department on Central Campus (Building Related Programs 4, Room 130). Auditions for performance and registration for Audio Technology Certificate Major Code 6309 music courses will be handled in the V&PA offices only. Broward College is accredited by the National Association of Vocal Studies Students Language Requirement Schools of Music (NASM), 11250 Roger Bacon Drive, Suite All Broward College music students who are majoring in vocal 21 Reston, VA 20190-5248. Telephone: 703-437-0700, E- studies MUST as a required part of their studies take one of the following languages: French, German and/or mail: [email protected] Italian. Courses in these languages are available through the communications department at Broward College. First Year, Term I Second Year, Term I MUS1360 -
Intraoral Pressure in Ethnic Wind Instruments
Intraoral Pressure in Ethnic Wind Instruments Clinton F. Goss Westport, CT, USA. Email: [email protected] ARTICLE INFORMATION ABSTRACT Initially published online: High intraoral pressure generated when playing some wind instruments has been December 20, 2012 linked to a variety of health issues. Prior research has focused on Western Revised: August 21, 2013 classical instruments, but no work has been published on ethnic wind instruments. This study measured intraoral pressure when playing six classes of This work is licensed under the ethnic wind instruments (N = 149): Native American flutes (n = 71) and smaller Creative Commons Attribution- samples of ethnic duct flutes, reed instruments, reedpipes, overtone whistles, and Noncommercial 3.0 license. overtone flutes. Results are presented in the context of a survey of prior studies, This work has not been peer providing a composite view of the intraoral pressure requirements of a broad reviewed. range of wind instruments. Mean intraoral pressure was 8.37 mBar across all ethnic wind instruments and 5.21 ± 2.16 mBar for Native American flutes. The range of pressure in Native American flutes closely matches pressure reported in Keywords: Intraoral pressure; Native other studies for normal speech, and the maximum intraoral pressure, 20.55 American flute; mBar, is below the highest subglottal pressure reported in other studies during Wind instruments; singing. Results show that ethnic wind instruments, with the exception of ethnic Velopharyngeal incompetency reed instruments, have generally lower intraoral pressure requirements than (VPI); Intraocular pressure (IOP) Western classical wind instruments. This implies a lower risk of the health issues related to high intraoral pressure. -
Music (MUSIC) 1
Music (MUSIC) 1 Music (MUSIC) Courses MUSIC 103. Music Technology Tools. 1 Credit. An introduction to music software and technology commonly used by musicians. P: conc enr Music 151 Fall Only. MUSIC 115. Ear Training and Sight Singing I. 1 Credit. Concentrated drill in all aspects of musicianship. Emphasis on sight singing and aural perception in intervals, melodies, chords and rhythms. Fall Only. MUSIC 116. Ear Training and Sight Singing II. 1 Credit. Concentrated drill in all aspects of musicianship. Emphasis on sight singing and aural perception in intervals, melodies, chords and rhythms. P: MUSIC 115 Spring. MUSIC 120. Video Game Music. 3 Credits. This course will equip students to understand the interdisciplinary role, historical progression, musical methodology, technological application, and unique artistry of music in video games. Students will contribute to the class learning environment by researching and presenting a game music composer from an interdisciplinary perspective. Through guided instruction, students will also compose their own basic game music. (No musical background required!) Spring. MUSIC 121. Survey of Western Music. 3 Credits. The musical styles of several well-known composers as evident in selected compositions; review of a basic repertoire of musical compositions of various forms and styles. Fall Only. MUSIC 122. Electronic Music Production. 3 Credits. This project-based course will teach the basic principles of modern music production using the Ableton Live software platform. Topics covered include audio and MIDI tracking, clip editing, software instruments, effects, synthesis, sampling, and elementary editing and mixing. Fall and Spring. MUSIC 151. Music Theory I. 3 Credits. The materials of which Western music is made are viewed not only in structural terms, but also in psychological, aesthetic and social perspective. -
Circus Arts at O.Z.O.R.A
THE DAILY NEWSPAPER OF THE OZORIAN TRIBE FREE * 4 PAGES SUNDAY AUGUST, 2012 ozorafestival.eu spiced with some dark humor in vaudeville style. The spectacu- lar juggling, acrobatic, trapeze and burlesque dance performers Circus Arts at O.Z.O.R.A. are the s-cream of the international underground circus life.The characters of the performance keep their masks on even after AT THIS YEAR’S FESTIVAL THE their show, mingling with the MODERN CIRCUS ARTS GOT A SPE- audience and further building CIAL SPACE. INTERNATIONALLY the atmosphere, so anything FAMOUS AND PROFESSIONAL CIR- can happen anywhere at any CUS AND JUGGLING GROUPS ARE time! PERFORMING AT THE OPENING CEREMONY AND ON DIFFERENT A new stage at the festival is the STAGES OF THE FESTIVAL. Firespace, this is a project from Germany essentially an open space for fire dancers and fire On the main stage legendary fire jugglers, supports a diversity of artists, like Magma Fire Theather, fire arts. Moreover, we regard Flame Flowers, Firebirds, Freak Fu- Fire Space as a cultural space, sion Cabaret, Anamintas Fire The- allowing for inspiration and in- ather, Mietar, Spark Firedance, Los teraction seeks the best condi- Del Fuego and Firesthetic are pre- tions for audience and artists, senting their new and special proj- as well as for environment and ects. It is also an important mission material. The space is open for us to teach the flow arts. We from dusk till dawn, come by hold and held workshops, where with your fire gear and spin people can try out all kinds of body with us or just sit down around manipulation, circus, juggling and the circle and enjoy the show! acrobatic arts with experienced trainers and safe equipments. -
Sound Studies: New Technologies and Music
Sound Studies: New Technologies and Music Trevor Pinch and Karin Bijsterveld Developments in sound technologies over the last 50 years have dramat- ically changed the way that music is produced and consumed. In the 19th century most music was experienced as live performance. Today most music is listened to individually through technologically mediated devices, such as a personal stereo or a personal computer that enables the down- loading of MP3 files over the Internet, and in the past few decades music has been produced with new electronic instruments such as the Theremin, the Hammond Organ, the electric guitar, the synthesizer, and the digital sampler. Technologies such as the phonograph, tape-recorder, and com- pact disk have enabled ‘sound’ to be produced, controlled, and manipu- lated independently from musicians. In today’s recording studios the sound engineers can be as important in the production of ‘the sound’ as are the musicians themselves. But how can such changes be understood and what do they mean for listeners and for science and technology studies (S&TS)? The papers in this special issue address such issues. The papers were first presented at an international workshop, ‘Sound Matters: New Tech- nology in Music’, held at the University of Maastricht, the Netherlands, in November 2002. The scholars at the workshop were drawn from such diverse fields as ethnomusicology, history, anthropology, cultural studies, sociology, and S&TS. All were working on some aspect of what we might call ‘auditory culture’. For such scholars, sound matters. The topic of the workshop was new technologies and music. The papers covered a range of technological innovations in the way in which music was produced and consumed. -
SEM 63 Annual Meeting
SEM 63rd Annual Meeting Society for Ethnomusicology 63rd Annual Meeting, 2018 Individual Presentation Abstracts SEM 2018 Abstracts Book – Note to Reader The SEM 2018 Abstracts Book is divided into two sections: 1) Individual Presentations, and 2) Organized Sessions. Individual Presentation abstracts are alphabetized by the presenter’s last name, while Organized Session abstracts are alphabetized by the session chair’s last name. Note that Organized Sessions are designated in the Program Book as “Panel,” “Roundtable,” or “Workshop.” Sessions designated as “Paper Session” do not have a session abstract. To determine the time and location of an Individual Presentation, consult the index of participants at the back of the Program Book. To determine the time and location of an Organized Session, see the session number (e.g., 1A) in the Abstracts Book and consult the program in the Program Book. Individual Presentation Abstracts Pages 1 – 76 Organized Session Abstracts Pages 77 – 90 Society for Ethnomusicology 63rd Annual Meeting, 2018 Individual Presentation Abstracts Ethiopian Reggae Artists Negotiating Proximity to Repatriated Rastafari American Dreams: Porgy and Bess, Roberto Leydi, and the Birth of Italian David Aarons, University of North Carolina, Greensboro Ethnomusicology Siel Agugliaro, University of Pennsylvania Although a growing number of Ethiopians have embraced reggae music since the late 1990s, many remain cautious about being too closely connected to the This paper puts in conversation two apparently irreconcilable worlds. The first is repatriated Rastafari community in Ethiopia whose members promote themselves that of George Gershwin’s Porgy and Bess (1935), a "folk opera" reminiscent of as reggae ambassadors. Since the 1960s, Rastafari from Jamaica and other black minstrelsy racial stereotypes, and indebted to the Romantic conception of countries have been migrating (‘repatriating’) to and settling in Ethiopia, believing Volk as it had been applied to the U.S. -
Norovbanzad's Legacy: Contemporary Concert Long Song in Mongolia Gabrielle Giron
Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2007 Norovbanzad's Legacy: Contemporary Concert Long Song in Mongolia Gabrielle Giron Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] THE FLORIDA STATE UNIVERSITY COLLEGE OF MUSIC NOROVBANZAD’S LEGACY: CONTEMPORARY CONCERT LONG SONG IN MONGOLIA By Gabrielle Giron A Thesis submitted to the College of Music In partial fulfillment of the Requirements for the degree of Master of Music Degree awarded Fall Semester 2007 Copyright © 2007 Gabrielle C. Giron All Rights Reserved The members of the Committee approve the thesis of Gabrielle Giron defended on August 22, 2007. __________________________________ Michael B. Bakan Professor Directing Thesis __________________________________ Jane Piper Clendinning Outside Committee Member __________________________________ Denise Von Glahn Committee Member __________________________________ Frank Gunderson Committee Member Approved: _______________________________________________ Jeffrey T. Kite-Powell, Professor and Chair, Department of Musicology ________________________________________________ Seth Beckman, Professor, Assistant Dean for Academic Affairs, and Director of Graduate Studies. The Office of Graduate Studies has verified and approved the above named committee members ii Figure 1. The Gentle Sun of the World. Mongolian artist Naiga renders in Mongolian calligraphy the text from Norovbanzad’s song in the shape of a sun. iii In memory of Marian Davis whose love for peace, justice, and beautiful music continues to light the world. iv ACKNOWLEDGEMENTS Many people have assisted me in the exciting process of learning and writing about concert long song. While it would be impossible to name everyone who has contributed to this thesis, there are several people I would like to mention specifically. -
Analisis Keterampilan Bermain Alat Musik Angklung Pada Siswa Sekolah Dasar
REFLEKSI EDUKATIKA : Jurnal Ilmiah Kependidikan Volume 11 Nomor 1 Desember 2020 ISSN: 2087-9385 (print) dan 2528-696X (online) http://jurnal.umk.ac.id/index.php/RE ANALISIS KETERAMPILAN BERMAIN ALAT MUSIK ANGKLUNG PADA SISWA SEKOLAH DASAR Siska Kusumawardani 1, Nanda Nur Aulia 2 Universitas Muhammadiyah Jakarta, Indonesia Email: [email protected] Info Artikel Abstract The purpose of this study was to analyze and describe the skills of playing angklung Sejarah Artikel: musical instruments in elementary school children. Diserahkan 4 Juli 2020 The research method in this research is descriptive research with observation, Direvisi 20 November 2020 documentation and interview data. The research was conducted at SD Private Syafana Disetujui 21 November 2020 Islamic School with the subjects studied were 10 children who were a combination of low classes, namely class 1,2,3. Data analysis using descriptive-qualitative analysis. The results showed that the skills to play angklung consisted of 1) preparation consisting of Keywords: recruiting children to enter extra angklung musical instruments. 2) Preparation, formulate skill, musik instrument, learning objectives to play angklung, determine methods in playing angklung skills 3) angklung. implementation. a) the teacher conveys the learning objectives and provides material about the angklung musical instrument b) the teacher demonstrates the angklung, how to hold, how to play the resulting tone. c). given training using angklung and 4) evaluation by holding an art performance playing angklung which is held in schools through audience appreciation. Abstrak Tujuan penelitian ini adalah untuk menganalisis dan mendeskripsikan keterampilan bermain alat musik angklung pada anak SD. Metode penelitian pada penelitian ini adalah penelitian deskriptif dengan pengumpulan data yaitu observasi, dokumentasi dan wawancara. -
Introduction to Music Technology
PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION INTRODUCTION TO MUSIC TECHNOLOGY Length of Course: Semester (Full Year) Elective / Required: Elective Schools: High Schools Student Eligibility: Grade 9-12 Credit Value: 5 credits Date Approved: September 24, 2012 Introduction to Music Technology TABLE OF CONTENTS Statement of Purpose ----------------------------------------------------------------------------------- 3 Introduction ------------------------------------------------------------------------------------------------- 4 Course Objectives ---------------------------------------------------------------------------------------- 6 Unit 1: Introduction to Music Technology Course and Lab ------------------------------------9 Unit 2: Legal and Ethical Issues In Digital Music -----------------------------------------------11 Unit 3: Basic Projects: Mash-ups and Podcasts ------------------------------------------------13 Unit 4: The Science of Sound & Sound Transmission ----------------------------------------14 Unit 5: Sound Reproduction – From Edison to MP3 ------------------------------------------16 Unit 6: Electronic Composition – Tools For The Musician -----------------------------------18 Unit 7: Pro Tools ---------------------------------------------------------------------------------------20 Unit 8: Matching Sight to Sound: Video & Film -------------------------------------------------22 APPENDICES A Performance Assessments B Course Texts and Supplemental Materials C Technology/Website References D Arts -
Musical Instruments for the Music Unit
Chapter XI Instruments and Equipment Nicholas DeCarbo, Associate Dean Frost School of Music, University of Miami It goes without saying that music units need considerable equipment such as acoustical shells, staging, risers, chairs, music stands, podiums, instrument storage cabinets, laboratory workstations, music library systems, audio systems, and quality instruments. All music programs also need equipment devoted to technology, including hardware, software, and furniture. Because of advances in technology, music units use an array of electronic keyboard instruments for piano labs, classrooms, recording studios, music technology centers, and faculty studio/offices. Of course, music units also continue to need traditional acoustic instruments, such as concert grand pianos, upright pianos, harps, contra clarinets, English horns, contrabassoons, a full complement of percussion instruments, and sousaphones for the marching band. According to the Higher Education Arts Data Survey (HEADS), 474 public and private accredited and nonaccredited music units in the United States reported spending an average of $53,440 on equipment, $16,336 on leases and rentals, and $9,861 on repair during 2004–5. During that same period, 358 music units reported spending an average of $17,051 on technology. This chapter discusses the planning process needed for the purchase and/or lease of equipment, instruments, and technology-related items, along with guidelines for maintaining inventories. Planning for Equipment and Instrument Purchases Due to the lack of competition, the cost of equipment for performance venues, rehearsal spaces, and faculty studios is high compared to equipment purchases in many other areas of the university, excepting the sciences. Moreover, the music executive is often in the position of having to convince the higher administration that the needs are valid. -
List of the 90 Masterpieces of the Oral and Intangible Heritage
Albania • Albanian Folk Iso-Polyphony (2005) Algeria • The Ahellil of Gourara (2005) Armenia • The Duduk and its Music (2005) Azerbaijan • Azerbaijani Mugham (2003) List of the 90 Masterpieces Bangladesh • Baul Songs (2005) of the Oral and Belgium • The Carnival of Binche (2003) Intangible Belgium, France Heritage of • Processional Giants and Dragons in Belgium and Humanity France (2005) proclaimed Belize, Guatemala, by UNESCO Honduras, Nicaragua • Language, Dance and Music of the Garifuna (2001) Benin, Nigeria and Tog o • The Oral Heritage of Gelede (2001) Bhutan • The Mask Dance of the Drums from Drametse (2005) Bolivia • The Carnival Oruro (2001) • The Andean Cosmovision of the Kallawaya (2003) Brazil • Oral and Graphic Expressions of the Wajapi (2003) • The Samba de Roda of Recôncavo of Bahia (2005) Bulgaria • The Bistritsa Babi – Archaic Polyphony, Dances and Rituals from the Shoplouk Region (2003) Cambodia • The Royal Ballet of Cambodia (2003) • Sbek Thom, Khmer Shadow Theatre (2005) Central African Republic • The Polyphonic Singing of the Aka Pygmies of Central Africa (2003) China • Kun Qu Opera (2001) • The Guqin and its Music (2003) • The Uyghur Muqam of Xinjiang (2005) Colombia • The Carnival of Barranquilla (2003) • The Cultural Space of Palenque de San Basilio (2005) Costa Rica • Oxherding and Oxcart Traditions in Costa Rica (2005) Côte d’Ivoire • The Gbofe of Afounkaha - the Music of the Transverse Trumps of the Tagbana Community (2001) Cuba • La Tumba Francesa (2003) Czech Republic • Slovácko Verbunk, Recruit Dances (2005)