Is Technology the Way Forward for Classical Music? Exploring Audience Engagement in the Digital Era
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PROGRAM NOTES Witold Lutosławski Concerto for Orchestra
PROGRAM NOTES by Phillip Huscher Witold Lutosławski Born January 25, 1913, Warsaw, Poland. Died February 7, 1994, Warsaw, Poland. Concerto for Orchestra Lutosławski began this work in 1950 and completed it in 1954. The first performance was given on November 26, 1954, in Warsaw. The score calls for three flutes and two piccolos, three oboes and english horn, three clarinets and bass clarinet, three bassoons and contrabassoon, four horns, four trumpets, four trombones and tuba, timpani, snare drum, side drums, tenor drum, bass drum, cymbals, tam-tam, tambourine, xylophone, bells, celesta, two harps, piano, and strings. Performance time is approximately twenty-eight minutes. The Chicago Symphony Orchestra's first subscription concert performances of Lutosławski's Concerto for Orchestra were given at Orchestra Hall on February 6, 7, and 8, 1964, with Paul Kletzki conducting. Our most recent subscription concert performance was given November 7, 8, and 9, 2002, with Christoph von Dohnányi conducting. The Orchestra has performed this concerto at the Ravinia Festival only once, on June 28, 1970, with Seiji Ozawa conducting. For the record The Orchestra recorded Lutosławski's Concerto for Orchestra in 1970 under Seiji Ozawa for Angel, and in 1992 under Daniel Barenboim for Erato. To most musicians today, as to Witold Lutosławski in 1954, the title “concerto for orchestra” suggests Béla Bartók's landmark 1943 score of that name. Bartók's is the most celebrated, but it's neither the first nor the last work with this title. Paul Hindemith, Walter Piston, and Zoltán Kodály all wrote concertos for orchestra before Bartók, and Witold Lutosławski, Michael Tippett, Elliott Carter, and Shulamit Ran are among those who have done so after his famous example. -
Music Studies (MUS) 1
Music Studies (MUS) 1 MUS 135 Musicology Research 3 MUSIC STUDIES (MUS) Introduction to the basic tools of musicological inquiry, including music vocabulary, reading in the discipline, basic library research, and MUS 100 Fundamentals of Western European Music Theory 2 expository writing; cultural awareness; attentive listening to Western and Fundamentals of the notation and underlying concepts of Western global music. European art music and related traditions, including staves, clefs & MAC: MAC CritThink Hum and Fine Art pitches, rhythm & meter, major & minor scales, key signatures, intervals, Notes: Open to all University students. and triads. MUS 201 Analysis of Western European Music and Related Traditions III MUS 101 Analysis of Western European Music and Related Traditions I 3 3 Elements of Western European art music and related traditions, including Advanced study of Western European art music and related traditions, rhythm & meter, species counterpoint, figured bass, triads, and seventh including modulation, modal mixture, Neapolitan, and augmented-sixth chords; introduction to part writing, diatonic harmonic progression, chords; introduction to small forms, including binary, ternary, variations, phrases, and cadences. Intended to be taken with MUS 105. and vocal forms. Intended to be taken with MUS 205. Prerequisites: Passing score on the music fundamentals exam or Prerequisites: MUS 102 and MUS 106 or permission of instructor. successful completion of MUS 100. Music major or music minor. MUS 202 Analysis of Western European Music -
Music Appreciation April 23, 2020
Music Virtual Learning Music Appreciation April 23, 2020 Music Appreciation Lesson: April 23, 2020 Objective/Learning Target: Students will learn about the romantic era composers and their contributions to classical music. Bell Work Painting by Casper David Friedrich, Wanderer above the Sea of Fog. Take a look at this painting & think about what you have learned about the romantic era: Write about two emotions you see expressed in this famous painting? In what ways has the artist expressed those emotions? ● Romanticism encouraged artists to seek individual paths of expressing emotions. ● Romantics valued nature, the supernatural, myths, realm beyond the everyday, and national pride. ● Political and economic events impacted the way composers wrote music and artists expressed their emotions. Lesson Franz Lizst Franz Liszt ● Born: 1811 ● Hungarian composer ● Virtuoso at playing and composing ● Credited with the creation of the symphonic poem- an extended single movement work for orchestra inspired by paintings, plays, poems or other literary or visual works expressed through music. ● Famous works: Rhapsody no. 2 & La Campanella Feliz Mendelossohn Felix Mendelossohn ● Born in Germany: 1809 ● Child prodigy ● Composed the incidental music for Shakespeare’s play “A Midsummer Night’s Dream.” ● Was also inspired to compose through his travels. ● Notable pieces: Scherzo from “A Midsummer Night’s Dream” and the Fingal’s Cave Overture, also known as the Hebrides, in reference to the rocky coast and ancient caverns of Scotland. Robert Schumann Robert Schumann ● Born: 1810 ● Focused on one genre of composing at a time. Piano was his first and most prolific. ● Married Clara Wieck, daughter of his first music teacher ● Promoted the music of Chopin, Berlioz and Brahms-all were close friends. -
Comprehensive Course Syllabus Music Appreciation
Comprehensive Course Syllabus Music Appreciation Course Description: In Music Appreciation, students will recognize the development of music from a historical and cultural perspective. Students will study the fundamentals of music and discover basic music terminology, instrument families, tempo, rhythm, form and meter. These elements will then be used throughout the course as a foundation for discussion of music throughout history. Eras covered will include Medieval, Renaissance, Baroque, Classical, Romantic and a variety of 20th century genres. Students will gain an understanding of the context in which music was created by recognizing and aurally identifying style characteristics, genres, and representative masterworks from various periods. INSTRUCTOR: Lara Brink OFFICE: D105 OFFICE HOURS: C: 10:00am-11:00am I: 2:00pm-3:00pm Also available by Appointment CONTACT INFORMATION: Office Phone: 630-907-5915 E-mail: [email protected] MEETING TIMES: A-B, D (3) MEETING ROOM: D110 TEXTS/MATERIALS: • Katherine Charlton, Experience Music, 5th Edition (textbook) • Laptop/Tablet • Notebook • Pencil • Headphones (when needed) Essential Content: Through listening and analysis along with researching the historical and cultural contexts of music from different eras in Music Appreciation, students will develop their aesthetic awareness and skills. Through interpreting the reason for creation of various masterworks and analyzing various interpretations (different versions and performances of works) they will develop musical proficiency. The essential content in this course will include aspects of each of the five overarching Fine Arts Learning Standards: Creation and Creativity 1. Aesthetics Through Critical Listening and Analysis, students will come to appreciate the different building blocks that create music. They will recognize trends throughout the history of music. -
Multimodal Deep Learning for Music Genre Classification
Oramas, S., Barbieri, F., Nieto, O., and Serra, X (2018). Multimodal Transactions of the International Society for Deep Learning for Music Genre Classification, Transactions of the Inter- Music Information Retrieval national Society for Music Information Retrieval, V(N), pp. xx–xx, DOI: https://doi.org/xx.xxxx/xxxx.xx ARTICLE TYPE Multimodal Deep Learning for Music Genre Classification Sergio Oramas,∗ Francesco Barbieri,y Oriol Nieto,z and Xavier Serra∗ Abstract Music genre labels are useful to organize songs, albums, and artists into broader groups that share similar musical characteristics. In this work, an approach to learn and combine multimodal data representations for music genre classification is proposed. Intermediate rep- resentations of deep neural networks are learned from audio tracks, text reviews, and cover art images, and further combined for classification. Experiments on single and multi-label genre classification are then carried out, evaluating the effect of the different learned repre- sentations and their combinations. Results on both experiments show how the aggregation of learned representations from different modalities improves the accuracy of the classifica- tion, suggesting that different modalities embed complementary information. In addition, the learning of a multimodal feature space increase the performance of pure audio representa- tions, which may be specially relevant when the other modalities are available for training, but not at prediction time. Moreover, a proposed approach for dimensionality reduction of target labels yields major improvements in multi-label classification not only in terms of accuracy, but also in terms of the diversity of the predicted genres, which implies a more fine-grained categorization. Finally, a qualitative analysis of the results sheds some light on the behavior of the different modalities in the classification task. -
Music Tech-1
Radnor Middle School Course Overview Music Technology I. Course Description Music Technology is offered as an eighth grade music elective, meeting three times a cycle. Students will be introduced to the study of music technology and music fundamentals. Areas of instruction will include instrument and equipment care, beginning level music literacy (reading and writing music), keyboard performance skills, music technology related history, concepts, terminology and experience with a variety of applications. II. Resources, Materials , Equipment • iMacs • GarageBand • Korg K61p MIDI Studio Contoller Keyboards • Student Journals III. Course Goals, Objectives (Essential Questions, Enduring Understandings) Students will be able to: 1. Accurately perform melody, harmony and rhythm parts of a composition and record the parts separately into the sequencer of the keyboard. 2. Accurately perform melody, harmony and rhythm parts of their own composition and record the parts separately into the sequencer of the keyboard. 3. Record multiple parts to an electronic “sound piece” using non-traditional instrument timbres and effects. 4. Orchestrate and perform three- and four-part synthesizer ensemble pieces within expected performance parameters for their individual levels of expertise. 5. Transfer sequenced MIDI files from the keyboard disk into the computer and, using appropriate software, edit needed corrections, format, and print out the composition. 6. Change instrumentation using an existing music composition stored as MIDI data; and alter tempo, range, and dynamics during the course of the piece, while still maintaining the original integrity of the composition. 7. Compose a four-part electronic sound piece using varied timbre (tone), texture, and dynamics of at least three minute length. Students may incorporate digitally recorded audio sounds into this piece. -
Music for the Piano Session Five
MUSIC FOR THE PIANO SESSION FIVE: “MOST LIKE AN ORCHESTRA,” 1860-1890 The above illustration for our fifth session a photograph of a modern concert grand piano – a full nine feet in length. By 1860 the piano was a fully developed instrument capable of filling large auditoriums with a wide range of sounds from very low to very high pitches, from very thin to very thick textures, and with many different kinds of sounds – all of which could be made softer or sustained over time by the use of foot pedals. PIANO DUET IMAGES We’re going to begin today’s session by looking at some images of piano duet playing – two people at one piano. As we have seen, this very popular genre of piano music began with Mozart and continued through the 19th century. Over time the image of two people making music at one piano became a powerful cultural image that illustrated, not only music-making, but social status, friendship and family solidarity as well. Here are some images that show various aspects of this once-popular kind of music-making. “MOST LIKE AN ORCHESTRA” There are many reasons why the piano became, and remained, the musical instrument of choice throughout the nineteenth century. We have already discussed several reasons: its reliability; its unique versatility to function as a solo instrument, to blend with other instruments, and to hold its own when contrasted with a full symphony orchestra. Add to this the simple fact that, by 1860, there were thousands of pianos in private homes and places of entertainment, and a vast repertoire of music of many types for both amateur and professional pianists to play. -
African-American Bassoonists and Their Representation Within the Classical Music Environment
African-American Bassoonists and Their Representation within the Classical Music Environment D.M.A. Document Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Musical Arts in the Graduate School of The Ohio State University By Ian Anthony Bell, M.M. Graduate Program in Music The Ohio State University 2019 D.M.A. Document Committee: Professor Karen Pierson, Advisor Doctor Arved Ashby Professor Katherine Borst Jones Doctor Russel Mikkelson Copyrighted by Ian Anthony Bell 2019 Abstract This paper is the culmination of a research study to gauge the representation of professional African-American orchestral bassoonists. Are they adequately represented? If they are not adequately represented, what is the cause? Within a determined set of parameters, prominent orchestras and opera companies were examined. Of the 342 orchestral and opera companies studied, there are 684 positions for bassoonists. Sixteen of these jobs are currently held by African-Americans. Some of these musicians hold positions in more than one organization reducing the study to twelve black bassoonists. Translated to a percentage, .022% of the professional bassoonists within these groups are African-American, leading the author to believe that the African-American bassoon community is underrepresented in American orchestras and opera companies. This study also contains a biography of each of the twelve bassoonists. In addition, four interviews and five questionnaires were completed by prominent African- American bassoonists. Commonalities were identified, within their lives and backgrounds, illuminating some of the reasons for their success. Interview participants included Rufus Olivier Jr. (San Francisco Opera), Joshua Hood (Charlotte Symphony Orchestra), Monica Ellis (Imani Winds), Alexander Davis (fellowship recipient), and Andrew Brady (Atlanta Symphony Orchestra). -
The Use of Music Technologies in Field Education Courses and Daily Lives of Music Education Department Students (Sample of Atatürk University)∗
Universal Journal of Educational Research 6(5): 1005-1014, 2018 http://www.hrpub.org DOI: 10.13189/ujer.2018.060521 The Use of Music Technologies in Field Education Courses and Daily Lives of Music Education ∗ Department Students (Sample of Atatürk University) Gökalp Parasiz Department of Fine Arts Education, Necatibey Education Faculty, Balıkesir University, Balıkesir, Turkey Copyright©2018 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License Abstract Technology-oriented tools/devices have long situations. been an indispensable part of music as well as music Technology and education are branches of science in education for many years. It is of great importance in music their own right and they have different theories and education for students and teachers and the future of music techniques but they are used together to improve quality in to follow closely and use the technological developments learning and teaching environments. This use reveals a new in the present age in which technology directs the future. discipline, namely education technology [10]. Today, both The aim of this research is to determine the use of information content and technological developments are technology and music technologies in music training rapidly changing and spreading. These formations students' field education courses in general and to naturally affect learning-teaching styles [16]. The determine the contribution of technology in both learning development of technology affects both the structure of the and application fields both individually and in general education system and the learning-teaching activities. -
CMA Youth Orchestra Learning Goals and Audition Requirements Beginning Orchestra Requirements for Entry
CMA Youth Orchestra Learning Goals and Audition Requirements Beginning Orchestra requirements for entry (NO AUDITION REQUIRED): • Graduation from a CMA Lindenbaum Outreach Program Strings Class or 1 year of private lessons • Well-established instrument and bow-hold; proper posture • No music reading experience or limited knowledge of note reading • Can play A and D major Chamber Orchestra requirements for entry: • Well-established instrument, bow hold, and posture • Read all C, G, and D major notes in first position fluidly th • Read all rests and rhythms from whole to 8 -notes, including simple dotted rhythms • Able to hook, slur, and play staccato/legato bowings • Able to follow Orchestra Director and blend with group • Knowledge of dynamics Audition Material for Chamber Orchestra: • Scales with Hook and Slur bowings: o Violins: 2-Octave G Major Scale o Violas and Cellos: 2-Octave C Major Scale o Basses: 1-Octave D Major Scale • Assigned piece • 2-4 lines of sight-reading CMA Performers requirements for entry: • Concurrent enrollment in private lessons or CMA Small-Group Lessons • Can play and read notes in keys up to 3 sharps and 3 flats in first position • Read all rhythms generally, including sixteenths, all dotted rhythms, and triplets • Comfortable with more complicated bowing patterns, including lifts rd • Able to shift to 3 position and developing further shifting skills • Emerging vibrato Audition Material for CMA Performers: • Scales and Arpeggios o Violins: 2-Octave D Major Scale and Arpeggios o Violas and Cellos: 2-Octave G Major Scale and Arpeggios o Basses: 2-Octave Scale of choice • Assigned piece • 3-6 lines of sight-reading, including accidentals As always, please let us know if you have any questions! [email protected] or (830) 372-6448 Auditions for Chamber Orchestra and CMA Performers Once your student graduates from the outreach classes and into the orchestras, they are not expected to advance from level to level each year. -
Music Genre Classification
Music Genre Classification Michael Haggblade Yang Hong Kenny Kao 1 Introduction Music classification is an interesting problem with many applications, from Drinkify (a program that generates cocktails to match the music) to Pandora to dynamically generating images that comple- ment the music. However, music genre classification has been a challenging task in the field of music information retrieval (MIR). Music genres are hard to systematically and consistently describe due to their inherent subjective nature. In this paper, we investigate various machine learning algorithms, including k-nearest neighbor (k- NN), k-means, multi-class SVM, and neural networks to classify the following four genres: clas- sical, jazz, metal, and pop. We relied purely on Mel Frequency Cepstral Coefficients (MFCC) to characterize our data as recommended by previous work in this field [5]. We then applied the ma- chine learning algorithms using the MFCCs as our features. Lastly, we explored an interesting extension by mapping images to music genres. We matched the song genres with clusters of images by using the Fourier-Mellin 2D transform to extract features and clustered the images with k-means. 2 Our Approach 2.1 Data Retrieval Process Marsyas (Music Analysis, Retrieval, and Synthesis for Audio Signals) is an open source software framework for audio processing with specific emphasis on Music Information Retrieval Applica- tions. Its website also provides access to a database, GTZAN Genre Collection, of 1000 audio tracks each 30 seconds long. There are 10 genres represented, each containing 100 tracks. All the tracks are 22050Hz Mono 16-bit audio files in .au format [2]. -
Music Appreciation Mus-100 Unit 5 Study Guide
MUSIC APPRECIATION MUS-100 UNIT 5 STUDY GUIDE 1. What was the span of time in which the Romantic era occurred? 2. Describe the melodies of the Romantic period. 3. What term was used by Romantic composers to indicate a flexible tempo that was to be determined by the performer? 4. Describe the harmonies of the Romantic era. 5. What was the most important ‘instrument’ of the Romantic period? 6. How did the Romantic orchestra compare in size to that of the Classic orchestra? 7. What is a general term for any piece of music associated with a story or extra-musical idea? 8. What controlled most of the elements in Romantic music? 9. How were dynamics employed in Romantic music? 10. What is the musical term for a short Romantic piece, lasting only a few minutes and is usually written for piano or voice? 11. Describe the use of tempo in Romantic music. 12. What is the musical term for ‘robbed time?' 13. Describe the use of form in Romantic music. 14. Instead of rigid forms, what type of music did most composers write? 15. What is the musical term for writing that invoved the use of various instruments to produce an effective and total orchestral sound? 16. How was the form of Romantic music determined? 17. What piano genre is a Polish national dance? 18. What musical era used chromaticism the most? 19. Which of the other ‘arts’ had the greatest influence on the early Romantic composers? 20. Which country produced Romantic nationalistic music? 21. Who were three early Romantic composers of piano miniatures? 22.