Drums As a Unifying Deity in Africa: Reminiscing the Nigerian Drum
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The Percussion Family 1 Table of Contents
THE CLEVELAND ORCHESTRA WHAT IS AN ORCHESTRA? Student Learning Lab for The Percussion Family 1 Table of Contents PART 1: Let’s Meet the Percussion Family ...................... 3 PART 2: Let’s Listen to Nagoya Marimbas ...................... 6 PART 3: Music Learning Lab ................................................ 8 2 PART 1: Let’s Meet the Percussion Family An orchestra consists of musicians organized by instrument “family” groups. The four instrument families are: strings, woodwinds, brass and percussion. Today we are going to explore the percussion family. Get your tapping fingers and toes ready! The percussion family includes all of the instruments that are “struck” in some way. We have no official records of when humans first used percussion instruments, but from ancient times, drums have been used for tribal dances and for communications of all kinds. Today, there are more instruments in the percussion family than in any other. They can be grouped into two types: 1. Percussion instruments that make just one pitch. These include: Snare drum, bass drum, cymbals, tambourine, triangle, wood block, gong, maracas and castanets Triangle Castanets Tambourine Snare Drum Wood Block Gong Maracas Bass Drum Cymbals 3 2. Percussion instruments that play different pitches, even a melody. These include: Kettle drums (also called timpani), the xylophone (and marimba), orchestra bells, the celesta and the piano Piano Celesta Orchestra Bells Xylophone Kettle Drum How percussion instruments work There are several ways to get a percussion instrument to make a sound. You can strike some percussion instruments with a stick or mallet (snare drum, bass drum, kettle drum, triangle, xylophone); or with your hand (tambourine). -
African Journal of Pedagogy
ii African Journal of Pedagogy AFRICAN JOURNAL OF PEDAGOGY ISSN 1821-8474 VOLUME 6, JUNE, 2013 Volume 6, June, 2013 iii EDITORIAL BOARD Editor-in-Chief: Josephine Nassimbwa Associate Dean Faculty of Education Kampala International University College Dar es Salaam, Tanzania Consulting Editors 1) M.A. Ogunu Faculty of Education University of Benin, Nigeria. 2) Emmanuel Eneyo Southern Illinois University Edwardsville United States of America 3) Gabriel Olubunmi Alegbeleye Faculty of Education University of Ibadan, Nigeria. 4) Matthew Paris University Library Southern Illinois University Edwardsville United States of America 5) Mon Nwadiani Faculty of Education University of Benin, Nigeria. 6) Harry Akusah University of Ghana Legon, Accra Ghana iv African Journal of Pedagogy 7) Deola Omoba Oluwasanmi Hezekiah Library Obafemi Awolowo University Ile-Ife Nigeria 8) Johnson Dehinbo Faculty of Information & Communications Technology Tshwane University of Technology Soshanguve 0152 South Africa Volume 6, June, 2013 v African Journal of Pedagogy The African Journal of Pedagogy (AJEP) is a Tanzania-based journal that publishes high-quality solicited and unsolicited articles in all areas of education. Such articles must be written in good English language. Articles to be published in the African Journal of Pedagogy are usually subjected to peer-review. The African Journal of Pedagogy will be published yearly with effect from January, 2014. It was a quarterly publication. Types of articles that are acceptable The African Journal of Pedagogy accepts two forms of articles for publication. These are: 1) Report of empirical studies: These should describe new and carefully confirmed findings, and details of the research methods should be given so that others can verify the work. -
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\ Family Structure and Reproductive Health Decision Making among the Ogu of Southwestern Nigeria: A Qualitative Study Onipede WUSli Uche C. Isiugo-Abullilre Lagos State University University of lbadan Gjo Lagos, igeria lbadan, igeria Abstract Tilis study examini's the structure of the Ogu fall/Ily and its influcnce on reprodllcU,,1' IwaItl! decision-mJlking liSin a qualitative approach. Data 7Pcre sourced throllgh nine jC)CIIS groups orgmlized in the study am? Jll/lOng married lIlen and wOl1len. The data revml IIwl the family structllre in the study arm is changing, ,tlthough IIJe domillrlilt pailI'm remains extcnded. The findings or thi' sludy suggesl thai II ere are all-going illiemal trll/lsjorllwliol/s Ihat lend /0 wlll!J1ce gcnder equity in rcprodudive health decIsIOn-making !Jl!twcell hllshtmds lind wiui's. Tilesi' c/zrmges lIIay be attribu led to the widespread luflllence of western culture and the spread of edllcation in the sludy populalioll, which are necessary cOilcolllitmlls or eCO/lOIIlIC, polilicaland cll/tural changes laking pilice in the society. Resume Cet article examine la structure de 1(/ famille Ogu et SOli il~fluence sur III prise de dhisioll ell matiere de sallte de la reproduction. Les domll:es 1I1ilisces 50111 des dOlllleeS qualitatives obtenues ?i partil' de 9 "FoclIs Group" organises elltre homilies ct fe171mes mariees dll milieu d'Uude. Les do IIIIces /IIol1trelll que la slructrnc de la fall/ille dalls ce milieu d'etllde evo/lle biell ql/C Ie type dom/rumt reste la flll1lille elal'gle. Les resullllts de ['etude /!lemlre/lt 'Ilie des transformations inlemes I Ildant aproll/ollvoir /'egalitc entre les gellres ell malicre de pnse de decisioll cOllcemant III sallie de la reproductio/'! entre cpoux et ePOllSeS sonl enlmin de s'operer. -
Nigeria's Constitution of 1999
PDF generated: 26 Aug 2021, 16:42 constituteproject.org Nigeria's Constitution of 1999 This complete constitution has been generated from excerpts of texts from the repository of the Comparative Constitutions Project, and distributed on constituteproject.org. constituteproject.org PDF generated: 26 Aug 2021, 16:42 Table of contents Preamble . 5 Chapter I: General Provisions . 5 Part I: Federal Republic of Nigeria . 5 Part II: Powers of the Federal Republic of Nigeria . 6 Chapter II: Fundamental Objectives and Directive Principles of State Policy . 13 Chapter III: Citizenship . 17 Chapter IV: Fundamental Rights . 20 Chapter V: The Legislature . 28 Part I: National Assembly . 28 A. Composition and Staff of National Assembly . 28 B. Procedure for Summoning and Dissolution of National Assembly . 29 C. Qualifications for Membership of National Assembly and Right of Attendance . 32 D. Elections to National Assembly . 35 E. Powers and Control over Public Funds . 36 Part II: House of Assembly of a State . 40 A. Composition and Staff of House of Assembly . 40 B. Procedure for Summoning and Dissolution of House of Assembly . 41 C. Qualification for Membership of House of Assembly and Right of Attendance . 43 D. Elections to a House of Assembly . 45 E. Powers and Control over Public Funds . 47 Chapter VI: The Executive . 50 Part I: Federal Executive . 50 A. The President of the Federation . 50 B. Establishment of Certain Federal Executive Bodies . 58 C. Public Revenue . 61 D. The Public Service of the Federation . 63 Part II: State Executive . 65 A. Governor of a State . 65 B. Establishment of Certain State Executive Bodies . -
What Do Your Dreams Sound Like?
Volume 6 › 2017 Orchestral, Concert & Marching Edition What do your Dreams sound like? PROBLEM SOLVED WHY DREAM? D R E A M 2 0 1 7 1 D R E A M 2 0 1 7 Attention Band Directors, Music Teachers, “The Cory Band have been the World's No.1 brass band for the past decade. We feel privileged Orchestra Conductors! to have been associated with We understand how frustrating it can be to try to find the professional Dream Cymbals since 2014. quality, exceptionally musical sounds that you need at a price that fits into From the recording studio to your budget. Everyone at Dream is a working musician so we understand the challenges from our personal experiences. You should not have to Rick Kvistad of the concert halls across the UK and sacrifice your sound quality because of a limited budget. San Francisco Opera says: abroad, we have come to rely From trading in your old broken cymbals through our recycling program, on the Dream sound week in putting together custom tuned gong sets, or creating a specific cymbal set “I love my Dream Cymbals up that we know will work with your ensemble, we love the challenge of week out.” creating custom solutions. for both the orchestra and Visit dreamcymbals.com/problemsolved and get your personal cymbal assistant. By bringing together our network of exceptional dealers and our my drum set. Dr. Brian Grasier, Adjunct Instructor, Percussion, in-house customer service team, we can provide a custom solution tailored They have a unique Sam Houston State University says: to your needs, for free. -
University of Oklahoma Graduate College
UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE JAVANESE WAYANG KULIT PERFORMED IN THE CLASSIC PALACE STYLE: AN ANALYSIS OF RAMA’S CROWN AS TOLD BY KI PURBO ASMORO A THESIS SUBMITTED TO THE GRADUATE FACULTY in partial fulfillment of the requirements for the Degree of MASTER OF MUSIC By GUAN YU, LAM Norman, Oklahoma 2016 JAVANESE WAYANG KULIT PERFORMED IN THE CLASSIC PALACE STYLE: AN ANALYSIS OF RAMA’S CROWN AS TOLD BY KI PURBO ASMORO A THESIS APPROVED FOR THE SCHOOL OF MUSIC BY ______________________________ Dr. Paula Conlon, Chair ______________________________ Dr. Eugene Enrico ______________________________ Dr. Marvin Lamb © Copyright by GUAN YU, LAM 2016 All Rights Reserved. Acknowledgements I would like to take this opportunity to thank the members of my committee: Dr. Paula Conlon, Dr. Eugene Enrico, and Dr. Marvin Lamb for their guidance and suggestions in the preparation of this thesis. I would especially like to thank Dr. Paula Conlon, who served as chair of the committee, for the many hours of reading, editing, and encouragement. I would also like to thank Wong Fei Yang, Thow Xin Wei, and Agustinus Handi for selflessly sharing their knowledge and helping to guide me as I prepared this thesis. Finally, I would like to thank my family and friends for their continued support throughout this process. iv Table of Contents Acknowledgements ......................................................................................................... iv List of Figures ............................................................................................................... -
Gallery : the Art Magazine from Gallery Delta
Sponsoring art for Zimbabwe Gallery Delta, the publisher and the editor gratefully acknowledge the following sponsors who have contributed to the production of this issue of Gallery magazine: APEX CDRPORATIDN OF ZIMBABWE LIMITED Joerg Sorgenicht NDORO ^RISTON Contents December 1998 2 Artnotes 3 New forms for old : Dak" Art 1998 by Derek Huggins 10 Charting interior and exterior landscapes : Hilary Kashiri's recent paintings by Gillian Wright 16 'A Changed World" : the British Council's sculpture exhibition by Margaret Garlake 21 Anthills, moths, drawing by Toni Crabb 24 Fasoni Sibanda : a tribute 25 Forthcoming events and exhibitions Front Cover: TiehenaDagnogo, Mossi Km, 1997, 170 x 104cm, mixed media Back Cover: Tiebena Dagnogo. Porte Celeste, 1997, 156 x 85cm, mixed media Left: Tapfuma Gutsa. /// Winds. 1996-7, 160 x 50 x 62cm, serpentine, bone & horn © Gallery Publications ISSN 1361 - 1574 Publisher: Derek Huggins. Editor: Barbara Murray. Designer: Myrtle Mallis. Origination: Crystal Graphics. Printing: A.W. Bardwell & Co. Contents are the copyright of Gallery Publications and may not be reproduced in any manner or form without permission. The views and opinions expressed in this magazine are those of the writers themselves and not necessarily those of Gallery Delta. Gallery Publications, the publisher or the editor Articles and Letters are invited for submission. Please address them to The Editor Subscriptions from Gallery Publications, c/o Gallery Delta. 110 Livingstone Avenue, P.O. Box UA 373. Union Avenue, Harare. Zimbabwe. Tel & Fa.x: (263-4) 792135, e-mail: <[email protected]> Artnotes A surprising fact: Zimbabwean artworks are Hivos give support to many areas of And now, thanks to Hivos. -
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. -
Post-9/11 Brown and the Politics of Intercultural Improvisation A
UNIVERSITY OF CALIFORNIA RIVERSIDE “Sound Come-Unity”: Post-9/11 Brown and the Politics of Intercultural Improvisation A Dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Music by Dhirendra Mikhail Panikker September 2019 Dissertation Committee: Dr. Deborah Wong, Chairperson Dr. Robin D.G. Kelley Dr. René T.A. Lysloff Dr. Liz Przybylski Copyright by Dhirendra Mikhail Panikker 2019 The Dissertation of Dhirendra Mikhail Panikker is approved: Committee Chairperson University of California, Riverside Acknowledgments Writing can feel like a solitary pursuit. It is a form of intellectual labor that demands individual willpower and sheer mental grit. But like improvisation, it is also a fundamentally social act. Writing this dissertation has been a collaborative process emerging through countless interactions across musical, academic, and familial circles. This work exceeds my role as individual author. It is the creative product of many voices. First and foremost, I want to thank my advisor, Professor Deborah Wong. I can’t possibly express how much she has done for me. Deborah has helped deepen my critical and ethnographic chops through thoughtful guidance and collaborative study. She models the kind of engaged and political work we all should be doing as scholars. But it all of the unseen moments of selfless labor that defines her commitment as a mentor: countless letters of recommendations, conference paper coachings, last minute grant reminders. Deborah’s voice can be found across every page. I am indebted to the musicians without whom my dissertation would not be possible. Priya Gopal, Vijay Iyer, Amir ElSaffar, and Hafez Modirzadeh gave so much of their time and energy to this project. -
Baroquette Q
Baroquette q. = 150 Jerry Gerber 5 Piccolo 2 12 (sounds 8va) 8 8 2 12 Flutes 1,2 3 8 8 2 12 1. Oboes 1,2,3 8 8 2 12 English Horn 8 8 2 12 a3 Clarinets 1,2,3 8 8 Bass Clarinet 2 12 (sounds 8vb) 8 8 2 12 a3 Bassoons 1,2,3 8 8 2 12 Horns 1-2 8 8 2 12 Horns 3-4 8 8 2 12 Trumpet 1 8 8 2 12 Trumpet 2 8 8 2 12 Trumpet 3 8 8 2 12 Trombone 1 8 8 2 12 Trombone 2 8 8 2 12 Trombone 3 8 8 Tuba 2 12 (sounds 8vb) 8 8 2 12 Timpani 8 8 2 12 Snare Drum 8 8 2 12 Tambourine 8 8 2 12 Cymbals/Gong 8 8 2 12 8 8 Harp 2 12 8 8 2 12 1st Violins 8 8 2 12 2nd Violins 8 8 2 12 Violas 8 8 2 12 Cellos 8 8 2 12 Basses 8 8 Copyright 2011 Jerry Gerber 6 10 Piccolo Flutes 1,2 3 Oboes 1,2,3 English Horn Clarinets 1,2,3 Bass Clarinet Bassoons 1,2,3 a2 Horn 1-2 a2 Horn 3-4 Trumpet 1 Trumpet 2 Trumpet 3 Trombone 1 Trombone 2 Trombone 3 Tuba Timpani Snare Drum Tambourine Cymbals/Gong Harp 1st Violins 2nd Violins Violas Cellos Basses 7 15 Piccolo a3 Flutes 1,2 3 a3 Oboes 1,2,3 English Horn (a3) Clarinets 1,2,3 Bass Clarinet Bassoons 1,2,3 Horn 1-2 Horn 3-4 Trumpet 1 Trumpet 2 Trumpet 3 Trombone 1 Trombone 2 Trombone 3 Tuba Timpani Snare Drum Tambourine Cymbals/Gong Harp 1st Violins 2nd Violins Violas Cellos Basses 8 20 25 Piccolo Flutes 1,2 3 1. -
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. -
Playing Janggu (Korean Drum)
2011 EPIK Episode 1 Playing Janggu (Korean drum) Written by: Jennifer Arzadon Cheongju Technical High School The most impressive moment that has happened to me at my school would have to be when I accidentally joined the samul nori teacher’s group. I was invited to be a spectator at a samul nori practice session during lunchtime. The moment I entered their practice room, a janggu was placed in front of me and I was shown how to beat the drum-like instrument. Samul nori is the Korean traditional percussion music. The word samul means "four objects" and nori means "play" which is performed with four traditional Korean musical instruments: kkwaenggwari (a small gong), jing (a larger gong), janggu (an hourglass-shaped drum), and buk (a barrel drum similar to the bass drum). The traditional Korean instruments are called pungmul. Every Monday during lunchtime is our regular practices. Our leader kindly gave me my own gungchae and yeolchae so I can practice playing janggu on my own. One month later, we were told that the samul nori team was to perform for the official opening of the school’s new building. The week before the performance, we met and practiced every day during lunch along with the students who were going to perform with us. The day finally came for our first performance and I was pretty nervous. We got dressed in the traditional samul nori outfits and practiced one last time before heading out. The performance went great. We performed in front and all around the building to bless, to ensure good fortune and of course to celebrate.