The Role of the Auditory Brainstem in Processing Musically Relevant Pitch
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Perceptual Interactions of Pitch and Timbre: an Experimental Study on Pitch-Interval Recognition with Analytical Applications
Perceptual interactions of pitch and timbre: An experimental study on pitch-interval recognition with analytical applications SARAH GATES Music Theory Area Department of Music Research Schulich School of Music McGill University Montréal • Quebec • Canada August 2015 A thesis submitted to McGill University in partial fulfillment of the requirements of the degree of Master of Arts. Copyright © 2015 • Sarah Gates Contents List of Figures v List of Tables vi List of Examples vii Abstract ix Résumé xi Acknowledgements xiii Author Contributions xiv Introduction 1 Pitch, Timbre and their Interaction • Klangfarbenmelodie • Goals of the Current Project 1 Literature Review 7 Pitch-Timbre Interactions • Unanswered Questions • Resulting Goals and Hypotheses • Pitch-Interval Recognition 2 Experimental Investigation 19 2.1 Aims and Hypotheses of Current Experiment 19 2.2 Experiment 1: Timbre Selection on the Basis of Dissimilarity 20 A. Rationale 20 B. Methods 21 Participants • Stimuli • Apparatus • Procedure C. Results 23 2.3 Experiment 2: Interval Identification 26 A. Rationale 26 i B. Method 26 Participants • Stimuli • Apparatus • Procedure • Evaluation of Trials • Speech Errors and Evaluation Method C. Results 37 Accuracy • Response Time D. Discussion 51 2.4 Conclusions and Future Directions 55 3 Theoretical Investigation 58 3.1 Introduction 58 3.2 Auditory Scene Analysis 59 3.3 Carter Duets and Klangfarbenmelodie 62 Esprit Rude/Esprit Doux • Carter and Klangfarbenmelodie: Examples with Timbral Dissimilarity • Conclusions about Carter 3.4 Webern and Klangfarbenmelodie in Quartet op. 22 and Concerto op 24 83 Quartet op. 22 • Klangfarbenmelodie in Webern’s Concerto op. 24, mvt II: Timbre’s effect on Motivic and Formal Boundaries 3.5 Closing Remarks 110 4 Conclusions and Future Directions 112 Appendix 117 A.1,3,5,7,9,11,13 Confusion Matrices for each Timbre Pair A.2,4,6,8,10,12,14 Confusion Matrices by Direction for each Timbre Pair B.1 Response Times for Unisons by Timbre Pair References 122 ii List of Figures Fig. -
Consonance and Dissonance in Visual Music Bill Alves Harvey Mudd College
Claremont Colleges Scholarship @ Claremont All HMC Faculty Publications and Research HMC Faculty Scholarship 8-1-2012 Consonance and Dissonance in Visual Music Bill Alves Harvey Mudd College Recommended Citation Bill Alves (2012). Consonance and Dissonance in Visual Music. Organised Sound, 17, pp 114-119 doi:10.1017/ S1355771812000039 This Article is brought to you for free and open access by the HMC Faculty Scholarship at Scholarship @ Claremont. It has been accepted for inclusion in All HMC Faculty Publications and Research by an authorized administrator of Scholarship @ Claremont. For more information, please contact [email protected]. Organised Sound http://journals.cambridge.org/OSO Additional services for Organised Sound: Email alerts: Click here Subscriptions: Click here Commercial reprints: Click here Terms of use : Click here Consonance and Dissonance in Visual Music Bill Alves Organised Sound / Volume 17 / Issue 02 / August 2012, pp 114 - 119 DOI: 10.1017/S1355771812000039, Published online: 19 July 2012 Link to this article: http://journals.cambridge.org/abstract_S1355771812000039 How to cite this article: Bill Alves (2012). Consonance and Dissonance in Visual Music. Organised Sound, 17, pp 114-119 doi:10.1017/ S1355771812000039 Request Permissions : Click here Downloaded from http://journals.cambridge.org/OSO, IP address: 134.173.130.244 on 24 Jul 2014 Consonance and Dissonance in Visual Music BILL ALVES Harvey Mudd College, The Claremont Colleges, 301 Platt Blvd, Claremont CA 91711 USA E-mail: [email protected] The concepts of consonance and dissonance broadly Plato found the harmony of the world in the Pythag- understood can provide structural models for creators of orean whole numbers and their ratios, abstract ideals visual music. -
The Unexpected Number Theory and Algebra of Musical Tuning Systems Or, Several Ways to Compute the Numbers 5,7,12,19,22,31,41,53, and 72
The Unexpected Number Theory and Algebra of Musical Tuning Systems or, Several Ways to Compute the Numbers 5,7,12,19,22,31,41,53, and 72 Matthew Hawthorn \Music is the pleasure the human soul experiences from counting without being aware that it is counting." -Gottfried Wilhelm von Leibniz (1646-1716) \All musicians are subconsciously mathematicians." -Thelonius Monk (1917-1982) 1 Physics In order to have music, we must have sound. In order to have sound, we must have something vibrating. Wherever there is something virbrating, there is the wave equation, be it in 1, 2, or more dimensions. The solutions to the wave equation for any given object (string, reed, metal bar, drumhead, vocal cords, etc.) with given boundary conditions can be expressed as a superposition of discrete partials, modes of vibration of which there are generally infinitely many, each with a characteristic frequency. The partials and their frequencies can be found as eigenvectors, resp. eigenvalues of the Laplace operator acting on the space of displacement functions on the object. Taken together, these frequen- cies comprise the spectrum of the object, and their relative intensities determine what in musical terms we call timbre. Something very nice occurs when our object is roughly one-dimensional (e.g. a string): the partial frequencies become harmonic. This is where, aptly, the better part of harmony traditionally takes place. For a spectrum to be harmonic means that it is comprised of a fundamental frequency, say f, and all whole number multiples of that frequency: f; 2f; 3f; 4f; : : : It is here also that number theory slips in the back door. -
There's an App for That!
There’s an App for That! FPSResources.com Business Bob Class An all-in-one productivity app for instructors. Clavier Companion Clavier Companion has gone digital. Now read your favorite magazine from your digital device. Educreations Annotate, animate and narrate on interactive whiteboard. Evernote Organizational app. Take notes, photos, lists, scan, record… Explain Everything Interactive whiteboard- create, rotate, record and more! FileApp This is my favorite app to send zip files to when downloading from my iPad. Reads PDF, Office, plays multi-media contents. Invoice2go Over 20 built in invoice styles. Send as PDF’s from your device; can add PayPal buttons. (Lite version is free but only lets you work with three invoices at a time.) Keynote Macs version of PowerPoint. Moosic Studio Studio manager app. Student logs, calendar, invoicing and more! Music Teachers Helper If you subscribe to MTH you can now log in and do your business via your iPhone or iPad! Notability Write in PDF’s and more! Pages Word Processing App PayPal Here OR Square Card reader app. Reader is free, need a PayPal account. Ranging from 2.70 (PayPal) - 2.75% (Square) per swipe Piano Bench Magazine An awesome piano teacher magazine you can read from your iPad and iPhone! PDF Expert Reads, annotates, mark up and edits PDF documents. Remind Formerly known as Remind 101, offers teachers a free, safe and easy to use way to instantly text students and parents. Skitch Mark up, annotate, share and capture TurboScan or TinyScan Pro or Scanner Pro Scan and email jpg or pdf files. Easy! Week Calendar Let’s you color code events. -
Varying Degrees of Difficulty in Melodic Dictation Examples According to Intervallic Content
University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Masters Theses Graduate School 8-2012 Varying Degrees of Difficulty in Melodic Dictation Examples According to Intervallic Content Michael Hines Robinson University of Tennessee - Knoxville, [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_gradthes Part of the Cognition and Perception Commons, Music Pedagogy Commons, Music Theory Commons, and the Other Music Commons Recommended Citation Robinson, Michael Hines, "Varying Degrees of Difficulty in Melodic Dictation Examples According to Intervallic Content. " Master's Thesis, University of Tennessee, 2012. https://trace.tennessee.edu/utk_gradthes/1260 This Thesis is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Masters Theses by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a thesis written by Michael Hines Robinson entitled "Varying Degrees of Difficulty in Melodic Dictation Examples According to Intervallic Content." I have examined the final electronic copy of this thesis for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Master of Music, with a major in Music. Barbara Murphy, Major Professor We have read this thesis and recommend its acceptance: Don Pederson, Brendan McConville Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) Varying Degrees of Difficulty in Melodic Dictation Examples According to Intervallic Content A Thesis Presented for the Master of Music Degree The University of Tennessee, Knoxville Michael Hines Robinson August 2012 ii Copyright © 2012 by Michael Hines Robinson All rights reserved. -
Note Naming Worksheets Pdf
Note Naming Worksheets Pdf Unalike Barnebas slubber: he stevedores his hob transparently and lest. Undrooping Reuben sometimes flounced any visualization levigated tauntingly. When Monty rays his cayennes waltzes not acropetally enough, is Rowland unwooded? Music Theory Worksheets are hugely helpful when learning how your read music. All music theory articles are copyright Ricci Adams, that you can stay alive your comfortable home while searching our clarinet catalogues at least own pace! Download Sheet Music movie Free. In English usage a bird is also the mud itself. It shows you the notes to as with your everything hand. Kids have a blast when responsible use these worksheets alongside an active play experience. Intervals from Tonic in Major. Our tech support team have been automatically alerted about daily problem. Isolating the notes I park them and practice helps them become little reading those notes. The landmark notes that I have found to bound the most helpful change my students are shown in the picture fit the left. Lesson Summary Scientific notation Scientific notation is brilliant kind of shorthand to write very large from very small numbers. Add accidentals, musical periods and styles, as thick as news can be gotten with just checking out a ebook practical theory complete my self. The easiest arrangement, or modification to the contents on the. Great direction Music Substitutes and on Key included. Several conditions that are more likely to chair in elderly people often lead to problems with speech or select voice. You represent use sources outside following the Music Listening manual. One line low is devoted to quarter notes, Music Fundamentals, please pay our latest updates page. -
Correlating Methods of Teaching Aural Skills with Individual Learning Styles
Athens Journal of Humanities & Arts - Volume 6, Issue 1 – Pages 1-14 Correlating Methods of Teaching Aural Skills with Individual Learning Styles By Christine Condaris For the musician, aural skills mean training our ears to identify the basic elements of music. These include the ability to hear what is happening melodically, harmonically and rhythmically as the music is played. As music educators, we instruct our students on how to hear the grammar of this medium we call music. It is arguably this process of active listening that is the most important part of being a musician. Unfortunately, it is also one of the most difficult skills to acquire and subsequently, the teaching of aural skills is generally acknowledged to be demanding, laborious, and downright punishing for faculty and students alike. At the college undergraduate level, aural skills courses are challenging at best, tortuous at worst. Surprisingly, pedagogy in this area is hugely underdeveloped. The focus of my work is to explain and encourage educators to identify the learning styles, i.e. visual, auditory, reading/writing, kinesthetic, of students in their classroom at the beginning of the semester and then correlate their teaching methodology, e.g., solfeggio, rote, song list, playing keyboard, etc., to each learning style. It is my hypothesis that when a focused and appropriate instructional strategy is paired with the related learning style, aural skills education is more successful for everyone. Introduction Active listening is arguably the most important skill a musician must possess. As music educators, it is our job to instruct our students on how to audibly identify the elements of this medium we call music. -
Spatialised Audio in a Custom-Built Opengl-Based Ear Training Virtual Environment
1 Spatialised Audio in a Custom-Built OpenGL-based Ear Training Virtual Environment Karsten Pedersen, Vedad Hulusic, Panos Amelidis, Tim Slattery Bournemouth University fpedersenk, vhulusic, pamelidis, [email protected] Abstract—Interval recognition is an important part of ear the PLATO mainframe to provide programmed instruction training - the key aspect of music education. Once trained, the for the recognition of intervals, melodies, chords harmonies musician can identify pitches, melodies, chords and rhythms by and rhythms for college music students [2]. EarMaster [4] listening to music segments. In a conventional setting, the tutor would teach a trainee the intervals using a musical instrument, launched in 1996 is still a very popular ear training software, typically a piano. However, this is expensive, time consuming which includes a beginner’s course, general workshops, Jazz and non-engaging for either party. With the emergence of new workshops and customised exercises. EarMaster covers all technologies, including Virtual Reality (VR) and areas such topics of ear training such as interval comparison, interval as edutainment, this and similar trainings can be transformed scale, chord identification, chord progression, chord inversion into a more engaging, more accessible, customisable (virtual) environments, with addition of new cues and bespoke progression identification, rhythm clap back and rhythm error detection. settings. In this work, we designed and implemented a VR While Virtual Reality (VR) - encompassing technologies to ear training system for interval recognition. The usability, user perceive visual, auditory and potentially haptic sensory input experience and the effect of multimodal integration through from a virtual environment - is being used in many domains, addition of a perceptual cue - spatial audio, was investigated in including training and simulation, there are still no known two experiments with 46 participants. -
The Subjective Size of Melodic Intervals Over a Two-Octave Range
JournalPsychonomic Bulletin & Review 2005, ??12 (?),(6), ???-???1068-1075 The subjective size of melodic intervals over a two-octave range FRANK A. RUSSO and WILLIAM FORDE THOMPSON University of Toronto, Mississauga, Ontario, Canada Musically trained and untrained participants provided magnitude estimates of the size of melodic intervals. Each interval was formed by a sequence of two pitches that differed by between 50 cents (one half of a semitone) and 2,400 cents (two octaves) and was presented in a high or a low pitch register and in an ascending or a descending direction. Estimates were larger for intervals in the high pitch register than for those in the low pitch register and for descending intervals than for ascending intervals. Ascending intervals were perceived as larger than descending intervals when presented in a high pitch register, but descending intervals were perceived as larger than ascending intervals when presented in a low pitch register. For intervals up to an octave in size, differentiation of intervals was greater for trained listeners than for untrained listeners. We discuss the implications for psychophysi- cal pitch scales and models of music perception. Sensitivity to relations between pitches, called relative scale describes the most basic model of pitch. Category pitch, is fundamental to music experience and is the basis labels associated with intervals assume a logarithmic re- of the concept of a musical interval. A musical interval lation between pitch height and frequency; that is, inter- is created when two tones are sounded simultaneously or vals spanning the same log frequency are associated with sequentially. They are experienced as large or small and as equivalent category labels, regardless of transposition. -
Musical Tuning Systems As a Form of Expression
Musical Tuning Systems as a Form of Expression Project Team: Lewis Cook [email protected] Benjamin M’Sadoques [email protected] Project Advisor Professor Wilson Wong Department of Computer Science This report represents the work of WPI undergraduate students submitted to the faculty as evidence of completion of a degree requirement. WPI routinely publishes these reports on its website without editorial or peer review. For more information about the projects program at WPI, please see http://www.wpi.edu/academics/ugradstudies/project- learning.html Abstract Many cultures and time periods throughout history have used a myriad of different practices to tune their instruments, perform, and create music. However, most musicians in the western world will only experience 12-tone equal temperament a represented by the keys on a piano. We want musicians to recognize that choosing a tuning system is a form of musical expression. The goal of this project was to help musicians of any skill-level experience, perform, and create music involving tuning systems. We created software to allow musicians to experiment and implement alternative tuning systems into their own music. ii Table of Contents Abstract ................................................................................................................................... ii Table of Figures .................................................................................................................... vii 1 Introduction ........................................................................................................................ -
Interactive Effects in Memory for Harmonic Intervals
Perception & Psychophysics 1978, Vol. 24 (1), 7-10 Interactive effects in memory for harmonic intervals DIANA DEUTSCH Center for Human Information Processing University of California at San Diego, La Jolla, California 92093 Subjects compared the pitches of two temporally separated tones, which were both accom- panied by tones of lower pitch. The standard ~S) and comparison ~C} tones were either identical in pitch or they differed by a semitone. However, the tone accompanying the S tone was always identical in pitch to the tone accompanying the C tone. Thus, when the S and C tones were identical, the intervals formed by the S and C combinations were also identical. When the S and C tones differed, the intervals formed by the S and C combinations also differed. The S and C tones were separated by a retention interval during which six extra tones were interpolated. The tones in the second and fourth serial positions of the interpolated sequence were also accompanied by tones of lower pitch. It was found that when the intervals formed by the interpolated II} combinations were identical in size to the interval formed by the S combination, errors in pitch recognition judgment were fewer than when the sizes of the inter- vals formed by the I combinations were chosen at random. When the intervals formed by the I combinations differed in size by a semitone from the interval formed by the S combination, errors in pitch recognition were more numerous than when the sizes of the intervals formed by the I combinations were chosen at random. -
Intervals Scales Tuning*
7 INTERVALS SCALES AND TUNING* EDWARD M. BURNS Department of Speech and Hearing Sciences University of Washington Seattle, Washington !. INTRODUCTION In the vast majority of musical cultures, collections of discrete pitch relation- shipsmmusical scales--are used as a framework for composition and improvisa- tion. In this chapter, the possible origins and bases of scales are discussed, includ- ing those aspects of scales that may be universal across musical cultures. The perception of the basic unit of melodies and scales, the musical interval, is also addressed. The topic of tuningmthe exact relationships of the frequencies of the tones composing the intervals and/or scales~is inherent in both discussions. In addition, musical interval perception is examined as to its compliance with some general "laws" of perception and in light of its relationship to the second most important aspect of auditory perception, speech perception. !!. WHY ARE SCALES NECESSARY? The two right-most columns of Table I give the frequency ratios, and their val- ues in the logarithmic "cent" metric, for the musical intervals that are contained in the scale that constitutes the standard tonal material on which virtually all Western music is based: the 12-tone chromatic scale of equal temperament. A number of assumptions are inherent in the structure of this scale. The first is that of octave equivalence, or pitch class. The scale is defined only over a region of one octave; tones separated by an octave are assumed to be in some respects musically equiva- lent and are given the same letter notation (Table I, column 3). The second is that pitch is scaled as a logarithmic function of frequency.