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Meet Me by the Pleroma
MEET ME BY THE PLEROMA Thesis Submitted in partial fulfillment of the requirements for the Degree of Master of Fine Arts in Electronic Music and Recording Media Mills College, May, 2009 By Charles Johnson Approved by: _______________________ Chris Brown Director of Thesis ________________________ Fred Frith Head, Music Department _________________________ Sandra C. Greer Provost and Dean of the Faculty Reading Committee: _______________________ James Fei _______________________ Pauline Oliveros Contents: 1. Introduction………………………………………………………….…..6 2. Development Process……………………………………………………9 2.1 Preliminary Work……..…………………….……………………….9 2.2 Materials…………..…………………….…………………….……15 2.3 The Form..…………………….……………………...……………..20 3. Context Within My Work………….……………………...……………21 4. Context Within My Interests…………………………………………....23 4.1 Musical Interests………………………..…………………………..23 4.2 The Sonic Other……….………………………..…………………..25 4.3 Philosophical, Social, Political…………………..………………….27 4.4 About the Title……….………………………..…………………….32 5. Concept…….………………………..…………………….…………….36 5.1 Why Difference Tones?………………….………………….………36 5.2 Considerations for the Performers……….………………….………37 5.3 Considerations for the Audience……….………………….………..38 6. Signal Flow Performance……….………………………….……………41 6.1 Staging……………………..…………………….…………………..41 6.2 Comments on Performance.…………………….…………………...42 6.3 Audience Reaction.………..…………………….…………………..43 7. Appendix A. Score to Meet me by the pleroma …………………………47 8. Appendix B. Technical details…………………………………………...50 9. Bibliography……………………………………………………………..54 -
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 ............................................................................................................... -
Adapting and Applying Central Javanese Gamelan Music Theory in Electroacoustic Composition and Performance
Adapting and Applying Central Javanese Gamelan Music Theory in Electroacoustic Composition and Performance Part II of II: Appendices Thesis submitted in partial fulfilment of requirements for the degree of Ph. D. Charles Michael Matthews School of Arts Middlesex University May 2014 Table of contents – part II Table of figures ....................................................................................................................... 121 Table of tables ......................................................................................................................... 124 Appendix 1: Composition process and framework development ..................... 125 1.1 Framework .............................................................................................................................. 126 1.2 Aesthetic development ........................................................................................................ 127 1.3 Idiomatic reference .............................................................................................................. 128 1.3.1 Electroacoustic music references .......................................................................................... 129 1.3.2 Musical time .................................................................................................................................... 130 1.3.3 Electronic cengkok and envelopes ........................................................................................ 132 1.4 Instruments and interfaces .............................................................................................. -
Gamelan Learning System
Gamelan Learning System By Noor Hafizi Uzairi Dissertation submitted in partial fulfilment of the requirements for the Bachelor Technology (Hons) (Information Communication Technology) JULY 2005 Universiti Teknologi PETRONAS Bandar Seri Iskandar 31750 Tronoh Perak Darul Ridzuan CERTIFICATION OF APPROVAL Gamelan Learning System By Noor Hafizi Bin Uzairi A project dissertation submitted to the Information Technology Programme Universiti Teknologi PETRONAS in partial fulfilment oftherequirement forthe BACHELOR OF TECHNOLOGY (Hons) (INFORMATION TECHNOLOGY) Approved by, (Ms Mazlina Mehat) UNIVERSITI TEKNOLOGI PETRONAS TRONOH, PERAK My 2005 7.00 h <1 ^i"«f**JKM<- "^A&suo 11 1^ \\**> — Vf fV^ CERTIFICATION OF ORIGINALITY This is to certify that I am responsible for the work submitted in this project, that the original work is my own except as specified in the references and acknowledgements, and that the original work contained herein have not been undertaken or done by unspecified sources or persons. %iy NOOR HAFIZI UZAIRI u ABSTRACT Technology keep changing make all thing easy to be settled. In music industry, technology is important to make a song. Music and technology are developing in parallel sequences. Combination of technology and music, the inventor had developed music software. Gamelan music is not only be played locally in formal ceremony. But, it is acceptable in many countries and going world wide. By developing music software like Gamelan Learning System, the development can be more organize and arrange to meet the need. Writing for notation music should be improved to protect the song. By using this system, the songcan be listened for many times. The time for composing also can be reduced and mainly focus more on selecting the accurate notation. -
A Digital Gamelan Brief
A Digital Gamelan Brief The brief National charity, Good Vibrations is calling for developers to submit proposals to design and build a digital gamelan. We want Phase 1 of this project to be delivered by the start of April 2021, and suspect that project delivery will run from the start of January through to the end of March. Contact Good Vibrations’ Executive Director, Katy Haigh by 9th December 2020 to express your interest in presenting a proposal to Good Vibrations for delivering this project. (katy@good- vibrations.org.uk /07535 145 797). We plan to ask shortlisted individuals and organisations to present their proposals to us in the week of the 14th December through a video call. About Good Vibrations Good Vibrations is a national charity, using communal music-making to support people with complex needs in challenging circumstances to develop transferable life and work skills and to forge fulfilling, constructive lives. We aim to inspire vulnerable people with complex needs to discover what they are capable of, to motivate them, and to give them the tools to build more positive futures. We focus on supporting: People convicted of offences in prisons and Young Offender Institutions WWW.GOOD-VIBRATIONS.ORG.UK | November 2020 People experiencing mental illness in secure mental health settings People with disabilities and additional needs in the community (in Glasgow and Nottingham) We do this through communal music-making projects that help people: Develop transferable life and work skills Improve their well-being Become more engaged in learning and constructive activity Develop confidence and motivation See themselves with positive self-identities We are best known for using the gamelan, an Indonesian tuned percussion orchestra, where each person plays on a different instrument, creating extraordinary layers and textures of sound together as a group. -
The Javanese Gamelan Kyai Madu Laras (Venerable Sweet Harmony)
THE JAVANESE GAMELAN KYAI MADU LARAS (VENERABLE SWEET HARMONY) A gift to the Faculty of Music from The Minister of Forestry of The Republic of Indonesia H.E.SUDJARWO JEREMY MONTAGU THE BATE COLLECTION OF HISTORICAL INSTRUMENTS UNIVERSITY OF OXFORD FACULTY OF MUSIC St.Aldate’s, Oxford £ 1.00 Sixth Edition Jeremy Montagu Among the earliest evidence for the Javanese Gamelan are a few instruments found archæologically and carvings on the eighth century AD Temple of Boro- bodur, which include bonangs1, sarons and gongs. Some instruments, including the rebab and the tarompet (a shawm which is displayed in the Shawm Case), were introduced with Islam in about the 14th century, and by the 15th century gamelans existed much as they do today. An increase in the number of instru- ments has continued, and the inclusion of a full set of kenongs and kempuls is comparatively recent. There are many varieties of gamelan in Indonesia today, consisting of different types and combinations of instruments, some with instruments made of bamboo, some with instruments of bronze, others with those of iron, and some with large numbers of instruments, and some with only a few. The Gamelan Kyai Madu Laras is the classic type of Central Javanese gamelan and is a full double gamelan of high-quality bronze instruments. It came to us from Klaten, a small town halfway between the two great centres of Central Javanese gamelan, Surakarta (or Solo) and Yogyakarta (or Jogya), as a most generous gift from the Minister of Forestry of the Republic of Indonesia, His Excellency Sudjarwo. -
Sustainability of Malay Traditional Music Via a Graded Music Examination System : the Malay Gamelan
The 1st International and Interdisciplinary Conference on Arts Creation and Studies (IICAIC) SUSTAINABILITY OF MALAY TRADITIONAL MUSIC VIA A GRADED MUSIC EXAMINATION SYSTEM : THE MALAY GAMELAN Shahanum Mohamad Shah UniversitiTeknologi MARA, Malaysia [email protected] Zaharul Lailiddin Saidon Sultan Idris University of Education, Malaysia [email protected] Abstract As evidenced by current practices, the traditional musics of Malaysia appear to be sidelined in favour of music which is more accessible and readily available to the younger generation. The lack of exposure to traditional music also breeds unfamiliarity of this music and hence is not appreciated or understood by most Malaysians. As music is an integral part of human culture, it is important for this genre of music to be preserved for the future generation. As compared to the availability of examination systems for western music, there is no mechanism for assessing musical attainment for the local music traditions in Malaysia. A structured system for assessing and awarding certificates based on levels of achievement in the local music traditions is needed which will provide a platform for musicians involved in the local music traditions to benchmark their achievement and obtain the necessary qualifications which can assist them in furthering their studies or gain employment. This paper will discuss how establishing a graded music examination system can help in the sustainability efforts of Malay traditional music in general and the Malay gamelan in particular. Due to the nature of this study, both field work and desk work were used. Research methods used included observation of performances, being a participant-observer during practices, interview sessions and focus groups with various practitioners from Malaysia and Indonesia and audio/visual documentation. -
Durham E-Theses
Durham E-Theses Gendhing Gambir Sawit : context and association in Javanese gamelan music. Posnett, David Mark How to cite: Posnett, David Mark (1990) Gendhing Gambir Sawit : context and association in Javanese gamelan music., Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/1153/ Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in Durham E-Theses • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Please consult the full Durham E-Theses policy for further details. Academic Support Oce, Durham University, University Oce, Old Elvet, Durham DH1 3HP e-mail: [email protected] Tel: +44 0191 334 6107 http://etheses.dur.ac.uk UNIVERSITY OF DURHAM GENDHINGGAMBIR SAWIT : CONTEXTAND ASSOCIATION INJAVANESE GAMELAN MUSIC The copyright of this thesis restswith the author. No quotation from it should be published without his prior written consent and information derived from it should be acknowledged. VOLUME TWO by DAVID MARK POSNETT Ph.D. 1990 0 18 AUG1992 THESIS CONTAINS TAPE CASSETTE PLEASE CONTACT THE UNIVERSITY IF YOU WISH TO SEE THIS MATERIAL. UNIVERSITY of DURHAM Gendhing Gambir Sawit : Context and Association in Javanese Gamelan Music (Two Volumes) Volume Two A Thesis Submitted to the Department of Music for the degree of Doctor of Philosophy by David Mark Posnett 1990 TABLE OF CONTENTS VOLUME TWO Table of Contents (Volume Two) i Notes to Chapter 1 468 Notes to Chapter 2 472 Notes to Chapter 3 475 Notes to Chapter 4 478 Notes to Chapter 5 481 Notes to Chapter 6 485 Notes to Chapter 7 493 APPENDIX 1: Range and Pitch Distribution of Gamelan Instruments and Vocalists. -
Indo 20 0 1107105566 161
GENDER BARUNG, ITS TECHNIQUE AND FUNCTION IN THE CONTEXT OF JAVANESE GAMELAN* Sumarsam In the gamelan of Central Java there are three types of gender: gender panembung, 1 gender barung and gendfer panerus. The construction of these three instruments is similar. They are metallophones with bronze, iron, or brass keys suspended by cords over tube resonators. Gender panembung has six or seven keys and a range the same as the lowest section of the gender barung* 1s. Gendfcr barung usually consists of two and one-half octaves. Gender panerus has the same number of keys as gender barung but is pitched one octave higher. As a result, it overlaps gender barung by one and a half octaves. Here we are going to discuss only gender barung (hereafter referred to as gender), its technique and function in the context of the gamelan.2 Gender is generally accepted as an important instrument in the gam elan.3 45 Gending (gamelan compositions) with buka (introduction) by gender are named gending gender. In other gending, except gending bonang, 4 i f the rebab is absent from the ensemble, gender is called upon to play buka. Either the bonang barung or the gender has the right to play buka fo r gending lanearan. 5 The pitch of genddr is in the low and medium range. It produces full yet soft sounds. If gender is ab sent from the gamelan, the sound of the ensemble is not as full and sonorous. Thus barung (verbs, ambarung, binarung) , the second half of the full name for gender, means playing or singing together in order to create a full sound. -
Automatic Gamelan User Guide
AUTOMATIC GAMELAN USER GUIDE Charles Matthews MA Sonic Arts, Module MDA4303 Student Number: 2235561 Tutor: Nye Parry Contents 1. Introduction ................................................................................................................4 1.1 Gamelan Samples.............................................................................................................4 1.2 Kepatihan Notation.........................................................................................................5 2. Central Javanese Gamelan ......................................................................................6 2.1 The ‘Loud Style’ Ensemble............................................................................................6 3. Gamelan Concepts .....................................................................................................7 3.1 Tuning .................................................................................................................................7 3.1.1 Laras .............................................................................................................................................. 8 3.1.2 Pathet ............................................................................................................................................ 8 3.2 Tempo and Irama ............................................................................................................8 3.3 BentuK .................................................................................................................................9 -
GAMELAN NOTATIONS for TRADITIONAL PIECES. Slendro
P a g e | 1 SECTION 1 – GAMELAN NOTATIONS FOR TRADITIONAL PIECES. Slendro – number system Javanese: y 1 2 3 5 6 ! Western: Bb Db Eb F Ab Bb Db And transposed: A C D E G A C Pelog – number system Javanese: 1 2 3 4 5 6 7 Western: Db Eb F G# A Bb C [or G nat??] NB: Western pitches are approximate PIECES – written out in full traditional gamelan notation A) Lancaran KOTEK laras slendro pathet manyura Lancaran refers to the form, and primarily to where the gong, kenong, kempul and ketuk strokes are placed within each phrase/gong cycle etc. Laras slendro – means in the slendro tuning system. It can also be translated verbatim across to pelog. Pathet manyura – mean in the manyura mode which tends to emphasis 6s, 3s and 2s. This is a piece from Central Java. The buko (Javanese spelling: bukå) is the opening melody. Often played on the bonang barung (i.e. the larger of the two bonangs), you could play it on anything suitable (e.g. saron, slentem, clarinet! etc.) Here’s a Western gamelan playing it (in the pelog tuning system): https://youtu.be/Ti9fajX4PF8 P a g e | 2 KOTEK BUKA: . 3 . 6 . 3 . 6 . 3 . g2 [ =. 3 3 3 =. ‹n 3 =. G2 =. 3 3 3 3 =. 2G =. 5 =. 3¤n =. 2¤p =. 1n 3 2 1 =. 6G =. 5 =. 3¤n =. 2¤p =. 1n 3 2 1 =. 6Gg ] NOTATION: = = ketuk n = kenong (and implies you play the same note as in the tune) p = kempul (and implies you play the same note as in the tune) BUT – for example: n = play kenong 6 – even if the note in the tune is different! ¤p = play kempul 2 - even if the note in the tune is different! Gg = BIG GONG AND KENONG G = GONG SUWUKAN (slightly smaller than BIG GONG) AND KENONG (You have a few GONG SUWUKAN – they are the second largest gongs –labelled as “Swk 2” (or similar depending on pitch etc.) inside. -
THREE LESSONS: LEARNING to PLAY LACARAN RICIK RICIK] July 27, 2011
[THREE LESSONS: LEARNING TO PLAY LACARAN RICIK RICIK] July 27, 2011 Lesson by: Vera H. Flaig, B.Mus. B.Ed. Ph.D. Description: This lesson introduces students to the Javanese Lancaran musical form and texture. This is a loud style form which is relatively easy to learn. Ricik Ricik is a piece that only has two musical phrases, and each of these repeats. This piece can be played in either the slendro or pelog tuning systems. For the purposes of this lesson, the tuning system chosen was slendro, and the mode manyura. Curricular Outcomes: Students will learn to read and interpret standard Javanese gamelan notation (a score in western notation is included for the teacher‟s reference only). In the process, students will learn about the interaction between texture and rhythmic density in Javanese Gamelan music. Prerequisite/Co-Requisite: “Glass Gamelan Lesson” included in this website. Materials and Preparation: Orff Instruments: soprano glockenspiels; soprano, alto, and bass metalophones; alto xylophones; large frame drum; „D‟ bass bar. Prepare all of the METAL instruments by removing the following bars: low C; all E‟s; „B‟; high D, F, G, and A. The five notes you have remaining should be: D, F, G, A, and high C. Place these notes together without any gaps. This makes it possible to play the bars the way they are played on a Javanese saron. For the alto xylophone simply remove all B‟s and E‟s and low C. The notation below should be written up on the white/black board for the entire class to see: Lancaran Ricik Ricik, (laras slendro, pathet manyura) ^ Buka: 6 .