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The KNIGHT REVISION of HORNBOSTEL-SACHS: a New Look at Musical Instrument Classification
The KNIGHT REVISION of HORNBOSTEL-SACHS: a new look at musical instrument classification by Roderic C. Knight, Professor of Ethnomusicology Oberlin College Conservatory of Music, © 2015, Rev. 2017 Introduction The year 2015 marks the beginning of the second century for Hornbostel-Sachs, the venerable classification system for musical instruments, created by Erich M. von Hornbostel and Curt Sachs as Systematik der Musikinstrumente in 1914. In addition to pursuing their own interest in the subject, the authors were answering a need for museum scientists and musicologists to accurately identify musical instruments that were being brought to museums from around the globe. As a guiding principle for their classification, they focused on the mechanism by which an instrument sets the air in motion. The idea was not new. The Indian sage Bharata, working nearly 2000 years earlier, in compiling the knowledge of his era on dance, drama and music in the treatise Natyashastra, (ca. 200 C.E.) grouped musical instruments into four great classes, or vadya, based on this very idea: sushira, instruments you blow into; tata, instruments with strings to set the air in motion; avanaddha, instruments with membranes (i.e. drums), and ghana, instruments, usually of metal, that you strike. (This itemization and Bharata’s further discussion of the instruments is in Chapter 28 of the Natyashastra, first translated into English in 1961 by Manomohan Ghosh (Calcutta: The Asiatic Society, v.2). The immediate predecessor of the Systematik was a catalog for a newly-acquired collection at the Royal Conservatory of Music in Brussels. The collection included a large number of instruments from India, and the curator, Victor-Charles Mahillon, familiar with the Indian four-part system, decided to apply it in preparing his catalog, published in 1880 (this is best documented by Nazir Jairazbhoy in Selected Reports in Ethnomusicology – see 1990 in the timeline below). -
The Journey from Instrumentalist to Musician
THE JOURNEY FROM INSTRUMENTALIST TO MUSICIAN: REFLECTIONS ON THE IMPLEMENTATION OF THE CONSERVATORY METHOD IN MUSICAL PERFORMANCE ©CYNTHIA MARIE MALITOWSW B.Mus., University of Lethbridge, 1995 A Thesis Submitted to the Faculty of Education of the University of Lethbridge in Partial Fulfilment of the Requirements for the Degree MASTER OF EDUCATION LETHBRIDGE, ALBERTA APRIL 2001 Dedication - To Stacey and Dyson, for constantly reminding me of the many joys of life. - To my mother, Nancy Fabro, for being my mentor and my best friend iii Abstract The Journey From Instrumentalist to Musician is a reflective study that addresses the effect of the Conservatory method in musical performance. The discussion begins with the author's early experiences as a young piano student who wanted to please her teacher and after many hours of practice soon became a performance specialist - a performance specialist who excelled as a pianist. The instrument that she studied, instead of the discipline of music itself, is what defined her as a pianist. Throughout her early music career, she learned that exact replication of the score was more important than the process of creativity and individuality. The Conservatory method often emphasizes the importance of teaching specific instrumental skills rather than simply teaching music. This prompted the author to explore philosophies of music educators who were not considered educators of the traditional conservatory method. After discussing the methodologies of Suzuki, Kodaly, Dalcroze, and Orff, the author then reflects on her own educational methodology. In evaluating the methodologies, the author identified four common themes for comparison: rhythm, pitch recognition, patterning of sounds, and literacy. -
Hornbostel-Sachs Classification of Musical Instruments†
72 Knowl. Org. 47(2020)No.1 D. Lee. Hornbostel-Sachs Classification of Musical Instruments Hornbostel-Sachs Classification of Musical Instruments† Deborah Lee City, University of London, Department of Library and Information Science, Northampton Square, London EC1V 0HB, England, <[email protected]> Deborah Lee is a visiting lecturer at City, University of London, where she leads the information organization module. She was awarded her PhD in library and information science in 2017 from City, University of London. Her thesis, entitled “Modelling Music: A Theoretical Approach to the Classification of Notated Western Art Music,” was supervised by Professor David Bawden. Her research interests include music classification, the the- ory and aesthetics of classification schemes, music as information and the pedagogy of cataloguing education. Deborah is also the Joint Acting Head of the Book Library and Senior Cataloguer at the Courtauld Institute of Art. Lee, Deborah. 2020. “Hornbostel-Sachs Classification of Musical Instruments.” Knowledge Organization 47(1): 72- 91. 73 references. DOI:10.5771/0943-7444-2020-1-72. Abstract: This paper discusses the Hornbostel-Sachs Classification of Musical Instruments. This classification system was originally designed for musical instruments and books about instruments, and was first published in German in 1914. Hornbostel-Sachs has dominated organological discourse and practice since its creation, and this article analyses the scheme’s context, background, versions and impact. The position of Hornbostel-Sachs in the history and development of instrument classification is explored. This is followed by a detailed analysis of the mechanics of the scheme, including its decimal notation, the influential broad categories of the scheme, its warrant and its typographical layout. -
City Research Online
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by City Research Online City Research Online City, University of London Institutional Repository Citation: Lee, D. ORCID: 0000-0002-5768-9262 (2019). Hornbostel-Sachs Classification of Musical Instruments. Knowledge Organization, 47(1), pp. 72-91. This is the accepted version of the paper. This version of the publication may differ from the final published version. Permanent repository link: https://openaccess.city.ac.uk/id/eprint/22554/ Link to published version: Copyright and reuse: City Research Online aims to make research outputs of City, University of London available to a wider audience. Copyright and Moral Rights remain with the author(s) and/or copyright holders. URLs from City Research Online may be freely distributed and linked to. City Research Online: http://openaccess.city.ac.uk/ [email protected] Hornbostel-Sachs Classification of Musical Instruments Abstract This paper discusses the Hornbostel-Sachs Classification of Musical Instruments. This classification system was originally designed for musical instruments and books about instruments, and was first published in German in 1914. Hornbostel-Sachs has dominated organological discourse and practice since its creation, and this article analyses the scheme’s context, background, versions and impact. The position of Hornbostel-Sachs in the history and development of instrument classification is explored. This is followed by a detailed analysis of the mechanics of the scheme, including its decimal notation, the influential broad categories of the scheme, its warrant, and its typographical layout. The version history of the scheme is outlined and the relationships between versions is visualised, including its translations, the introduction of the electrophones category, and the Musical Instruments Museums Online (MIMO) version designed for a digital environment. -
Show Design and Wind Arranging for Marching Ensembles
Show Design and Wind Arranging for Marching Ensembles Thesis Presented in Partial Fulfillment of the Requirements for the Degree Master of Music in the Graduate School of The Ohio State University By John Michael Brennan, B.M.E. Graduate Program in Music The Ohio State University 2014 Thesis Committee: Professor Daryl W. Kinney, Advisor Professor Timothy Gerber Professor Thomas Wells Director Jonathan Waters Copyrighted by John Michael Brennan 2014 Abstract The purpose this study is to illustrate current trends in show design and wind arranging within the marching band and drum corps activity. Through a comprehensive review of literature a need for further study on this subject was discovered. Specifically, texts from the 1950s, 60s, and 70s focused primarily on marching band arranging practices with minimal influence of show design. Since the 1980s, several documents have been written that discuss show design with some degree of detail, but have neglected to thoroughly address changes in marching band arranging. It is the aim of this thesis to discuss current trends and techniques in marching band wind arranging, and the higher level of detail placed into show conceptualization used by drum corps, competitive, and show band. ii Dedication To Rachael, the most patient, loving, and caring wife a husband could ever ask for. To my daughter Ellie Ann, who I cannot wait to meet in the coming weeks. iii Acknowledgements First and foremost, my family has helped me immensely both in my personal and professional life. It is without their support, witty commentary (especially from my brother’s), and encouragement that I have been able to work in a field I am passionate about. -
CALIFORNIA STATE POLYTECHNIC UNIVERSITY, POMONA MU4171 Theory, History, and Design of Musical Instruments Expanded Course Outline
CALIFORNIA STATE POLYTECHNIC UNIVERSITY, POMONA MU4171 Theory, History, and Design of Musical Instruments Expanded Course Outline Course Subject Area: MU Course Number: 4171 Course Title: Theory, History, and Design of Musical Instruments Units: 3 C/S Classification #: C-04 Component: Lecture Grading Basis: (graded only, CR/NC only, student’s Graded only choice) Repeat Basis: (may be taken once, taken multiple times, Taken once taken multiple times only with different topics) Cross Listed Course: (if offered with another department) NO Dual Listed Course: (if offered as lower/upper division or NO undergraduate/graduate) Major course/Service course/GE Course: (pick all that GE Course apply) General Education Area/Subarea: (as appropriate) C-4 Date Prepared: 10.29.15 Prepared by: Dr. Jessie M. Vallejo I. Catalog Description Theory, History, and Design of Musical Instruments (3) A modern interpretation of organology, or the study and classification of musical instruments. Students will explore sound production by classifying and analyzing musical instruments. The class will also examine diverse concepts of musical instruments as tools or beings. All students will be required to design and build a prototype of a new instrument or adaptation of an already existing instrument. 3 lectures/discussion. Course fulfills GE C-4, B-5, or D-4. II. Required Coursework and Background Complete GE requirements for area A, C-1, C-2, C-3, and lower divisions for at least B, C, or D. III. Expected Outcomes A. Class Outcomes 1. Students will be able to evaluate and analyze how sound is produced by musical instruments according to several classification systems, such as Hornbostel-Sachs. -
Magical Music Technology
Magical Music Technology Mark Hildred An overview of music technology Music technology can be used to enable children with physical disabilities to play music and sounds. They Motion often make use of alternative controllers, that detect Sensors a range of specific movements or gestures. In music technology there are several key components: ● Motion sensors – a sensor or switch to detect the Interface movement. ● Interface - convert the signal from the sensor into an electronic signal, probably MIDI. ● Sound generator - a box that can turn the information from the interface into a sound, for Sound Generator example a MIDI sound module or keyboard. ● Speakers - to make the sound audible. These may be integrated into a single unit or each be a specific box connected together. Speakers Why?Why? Access Presets Sounds MicMic && FXFX The ability to amplify voices and add effects such as reverb or echo is enormously engaging. Children reluctant to vocalise will often find their voice when presented with a microphone. They can also lend additional colours to storytelling.. Soundbeam The 'red torch' sends out clicks like a bat to detect movement. Movement is changed to musical notes and chords. You can also connect a switch box allowing the use of standard accessible switches. The latest version (see overleaf) just needs a pair of speakers, but older versions might require additional equipment such as a sound module. www.soundbeam.co.uk The Soundbeam 6 (left) adds a touchscreen for easier editing and access to presets. Apollo Ensemble PC software links switches and sensors to notes, chords and sounds. Can also trigger images and lighting. -
New Perspectives on Classical Music Through the Work of Mark Oâ
University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Masters Theses Graduate School 8-2005 Crossing Over in the 21st Century: New Perspectives on Classical Music Through the Work of Mark O’Connor, Edgar Meyer, and Béla Fleck Louanne Marie Iannaccone University of Tennessee - Knoxville Follow this and additional works at: https://trace.tennessee.edu/utk_gradthes Part of the Music Commons Recommended Citation Iannaccone, Louanne Marie, "Crossing Over in the 21st Century: New Perspectives on Classical Music Through the Work of Mark O’Connor, Edgar Meyer, and Béla Fleck. " Master's Thesis, University of Tennessee, 2005. https://trace.tennessee.edu/utk_gradthes/2014 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 Louanne Marie Iannaccone entitled "Crossing Over in the 21st Century: New Perspectives on Classical Music Through the Work of Mark O’Connor, Edgar Meyer, and Béla Fleck." 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. Dr. Leslie C. Gay, Jr., Major Professor We have read this thesis and recommend its acceptance: Dr. Wesley Baldwin, Dr. Rachel Golden Carlson Accepted for the Council: Carolyn R. -
Flying with a Musical Instrument
Flying with a Musical Instrument Commercial air travel with a musical instrument can present special challenges. Many instruments are larger than the typical carry-on bag, and some are irregularly shaped. Certain instruments are fragile or valuable — or both. Here is some advice to help you have the best experience when flying with your musical instrument. Selecting flights Whenever possible, choose a nonstop flight before a direct flight, and a direct flight before a connection. A direct flight — sometimes called a “through” flight — has a single flight number. It may have one or more intermediate stops, but passengers do not have to change planes. If your instrument is checked into the baggage compartment, choosing flights in this order will reduce its chances of misconnecting or being offloaded at an intermediate stop. Selecting a direct flight rather than a connection will also eliminate the need to find space for a carry-on item on a second flight. Note: nonstop flights sometimes cost more than connections. If you book online, examine the flight listings closely. Some systems simply list the number of “stops” but in many cases those stops are actually connections. If two or more flight numbers are listed, that portion of the itinerary is a connection (i.e., you’ll need to change planes). If you are planning to bring your instrument into the cabin as carry-on baggage, consider flying at an off-peak time such as Tuesday through Thursday, Saturday afternoon or evening, or Sunday morning. There are fewer passengers at these times, and thus less competition for space in the overhead bins. -
How to Choose an Instrument … Choosing a Musical Instrument Can Be a Big Challenge, Especially with the Wide Range of Choices Available
How to Choose an Instrument … Choosing a musical instrument can be a big challenge, especially with the wide range of choices available. While there is no guarantee that a student will like an instrument when they first try it, here are some helpful things to consider when choosing: Age is one of the most important factors because students often need to be a certain size, or have adequate physical strength, dexterity and coordination, or breath support to play the instrument. A student’s personality is also very important because some instruments, like the piano, tend to be more solitary, while others can include a more social element (such as participating in ensembles, bands, or orchestras). Another important element is the sound of the instrument. Students of all ages are often attracted to an instrument’s unique sound, which is a good indication that they will be more motivated to want to learn how to play. No matter which instrument you choose, you will be gaining valuable foundational skills which can be applied to any type of music study. Read descriptions and watch videos of the instruments in action: Bass (Ages 6+) The bass is the backbone of every ensemble. Whether it’s upright (acoustic) or electric, playing classical, jazz or rock, the bass holds every group together, rhythmically and harmonically. Jazz String Bass Classical String Bass Electric Bass Bassoon (Ages 9+) This distinctive double-reed instrument is the lowest-pitched member of the woodwind family and is always in demand for student and professional ensembles. Bassoon Cello (Ages 6+) This beautiful bowed string instrument is played in a sitting position and shares the same family as the violin or viola but has thicker and longer strings. -
Toward a Musicology of Interfaces
Toward a Musicology of Interfaces EMILY I. DOLAN “And yet, even with my focus so intently on the message, the experience of my fingers on keyboards feels like more than simply a means to a desired end. In the creation of both music and text, if I could bypass the keyboard and directly transmit mental signals to an instrument or to the computer, I would not want to do so.”1 Howard Gardner “The keyboards were always there… for some reason or other it looks good if you’re playing a keyboard. People understand then you’re making music.”2 Robert Moog RNST BLOCH OPENED HIS CLASSIC essay “Magic Rattle, Human Harp” by laying out the pre-historical relationship between sound and the Eobjects that produce it. In the deep past, he wrote, “[the musical tone] was linked quite specifically with the instrument producing it… Thus the original rattle rattled as the thing it was; the rattling sound is merely its verb.”3 With the development of humanity, however, “[the musical tone] surmounted its instrument.” Bloch continued: “the ringing and tinkling broke loose from the ringing brass and tinkling bell; musicians no longer just ‘attended on’ their instruments but availed themselves of them.”4 This led to the modern condition whereby tones became free to travel around and wander through the air— unlike color, which remained fixed to the object emitting it. Ultimately his description of the current relationship between note and object served to make a larger point about the human voice, which for him retained some of the primal, ancient power that occurred when sound and 1 Howard Gardner, “Keyboards,” in Evocative Objects: Things We Think With, ed. -
Wooden Musical Instruments - Different Forms of Knowledge Marco Pérez, Emanuele Marconi
Wooden Musical Instruments - Different Forms of Knowledge Marco Pérez, Emanuele Marconi To cite this version: Marco Pérez, Emanuele Marconi. Wooden Musical Instruments - Different Forms of Knowledge: Book of End of WoodMusICK COST Action FP1302. Marco A. Pérez; Emanuele Marconi. 2018, 979-10-94642-35-1. hal-02086598 HAL Id: hal-02086598 https://hal.archives-ouvertes.fr/hal-02086598 Submitted on 1 Apr 2019 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Musical instrument are fundamental tools of human expression of Knowledge Forms — Diferent Instruments Musical Wooden that reveal and reflect historical, technological, social and cultural aspects of times and people. These three-dimensional, polyma- teric objects—at times considered artworks, other times technical objects—are the most powerful way to communicate emotions and to connect people and communities with the surrounding world. The participants in WoodMusICK (WOODen MUSical Instrument Conservation and Knowledge) COST Action FP1302 have aimed to combine forces and to foster research on wooden musical instruments in order to preserve, develop and disseminate knowledge on musical instruments in Europe through inter- and transdisciplinary research. This four-year program, supported by COST (European Cooperation in Science and Technology), has involved a multidisciplinary and multi-national research group composed of curators, conservators/restorers, wood, material and mechanical scientists, chemists, acousticians, organologists and instrument makers.