Music for a While’ (For Component 3: Appraising)
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Automated Analysis and Transcription of Rhythm Data and Their Use for Composition
Automated Analysis and Transcription of Rhythm Data and their Use for Composition submitted by Georg Boenn for the degree of Doctor of Philosophy of the University of Bath Department of Computer Science February 2011 COPYRIGHT Attention is drawn to the fact that copyright of this thesis rests with its author. This copy of the thesis has been supplied on the condition that anyone who consults it is understood to recognise that its copyright rests with its author. This thesis may not be consulted, photocopied or lent to other libraries without the permission of the author for 3 years from the date of acceptance of the thesis. Signature of Author . .................................. Georg Boenn To Daiva, the love of my life. 1 Contents 1 Introduction 17 1.1 Musical Time and the Problem of Musical Form . 17 1.2 Context of Research and Research Questions . 18 1.3 Previous Publications . 24 1.4 Contributions..................................... 25 1.5 Outline of the Thesis . 27 2 Background and Related Work 28 2.1 Introduction...................................... 28 2.2 Representations of Musical Rhythm . 29 2.2.1 Notation of Rhythm and Metre . 29 2.2.2 The Piano-Roll Notation . 33 2.2.3 Necklace Notation of Rhythm and Metre . 34 2.2.4 Adjacent Interval Spectrum . 36 2.3 Onset Detection . 36 2.3.1 ManualTapping ............................... 36 The times Opcode in Csound . 38 2.3.2 MIDI ..................................... 38 MIDIFiles .................................. 38 MIDIinReal-Time.............................. 40 2.3.3 Onset Data extracted from Audio Signals . 40 2.3.4 Is it sufficient just to know about the onset times? . 41 2.4 Temporal Perception . -
AP Music Theory Course Description Audio Files ”
MusIc Theory Course Description e ffective Fall 2 0 1 2 AP Course Descriptions are updated regularly. Please visit AP Central® (apcentral.collegeboard.org) to determine whether a more recent Course Description PDF is available. The College Board The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of more than 5,900 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success — including the SAT® and the Advanced Placement Program®. The organization also serves the education community through research and advocacy on behalf of students, educators, and schools. For further information, visit www.collegeboard.org. AP Equity and Access Policy The College Board strongly encourages educators to make equitable access a guiding principle for their AP programs by giving all willing and academically prepared students the opportunity to participate in AP. We encourage the elimination of barriers that restrict access to AP for students from ethnic, racial, and socioeconomic groups that have been traditionally underserved. Schools should make every effort to ensure their AP classes reflect the diversity of their student population. The College Board also believes that all students should have access to academically challenging course work before they enroll in AP classes, which can prepare them for AP success. -
The Haec Dies Gradual the Formulas and the Structure Pitches
68 The Haec dies Gradual The formulas and the structure pitches The primary structure pitches for recitation and accentuation are A (the Final of the mode) and C (the Dominant and a universal structure pitch). Punctuation occurs: 1) on A (the Final); 2) on C (the Dominant and universal structure pitch); 3) on F (the other universal structure pitch) and 4) on D (as a suspended cadence on the fourth above the Final). The first phrase (unique to this gradual): The structure pitches: -cc6côccc8cccc8ccccccccccc6ccccc Haec di- es, The initial structure pitch A is given a great deal of emphasis, both by the large Uncinus in Laon 239 and by the t (tenete = lengthen, hold) in the Cantatorium of St. Gall. It is followed by a rapidly moving ornament that circles the A much like the motion of a softball pitcher, in order to add momentum and intensity to the final A before ascending to C. The ornament ends with an Oriscus on the final A that builds the intensity even further until it reaches the C, the 69 climax of the entire melodic line over the word Haec. The tension continues over the accented syllable of the word di-es by means of the rapid, triple pulsation of the C, the Dominant of the piece. The melody then descends to A (the Final of the piece) and becomes a rapid alternation between A and G that swings forcefully to the last A on that syllable. The A is repeated for the final syllable of the word to produce a simple redundant cadence. -
The English Anthem Project the Past Century and a Half, St
Special thanks to St. John’s staff for their help with promotions and program printing: Mair Alsgaard, Organist; Charlotte Jacqmain, Parish Secretary; and Ministry Coordinator, Carol The Rev. Ken Hitch, Rector Sullivan. Thanks also to Tim and Gloria Stark for their help in preparing the performance and reception spaces. To commemorate the first Episcopal worship service in Midland, MI 150 years ago, and in appreciation for community support over The English Anthem Project the past century and a half, St. John's and Holy Family Episcopal Churches are "Celebrating In Community" with 16th and 17th Centuries events like today’s concert. We hope you are able to share in future sesquicentennial celebration events we have planned for later this summer: www.sjec-midland.org/150 Exultate Deo Chamber Choir Weekly Worship Schedule SUNDAYS Saturday, June 24, 2017 8:00 AM - Holy Eucharist Traditional Worship, Spoken Service 4:00 p.m. 10:00 AM - Holy Eucharist Traditional Worship with Music, St. John’s Episcopal Church Nursery, Children's Ministry 405 N. Saginaw Road WEDNESDAYS Midland, MI 48640 12:00 PM - Holy Eucharist Quiet, Contemplative Worship 405 N. Saginaw Rd / Midland, MI 48640 This concert is offered as one of (989) 631-2260 / [email protected] several ‘Celebrating in Community’ www.sjec-midland.org events marking 150 years of All 8 Are Welcome. The Episcopal Church in Midland, MI The English Anthem Project William Byrd (c1540-1623) worked first in Lincoln Cathedral then became a member of the Chapel Royal, where for a time he and Tallis 16th and 17th Centuries were joint organists. -
Singing the Prostopinije Samohlasen Tones in English: a Tutorial
Singing the Prostopinije Samohlasen Tones in English: A Tutorial Metropolitan Cantor Institute Byzantine Catholic Metropolia of Pittsburgh 2006 The Prostopinije Samohlasen Melodies in English For many years, congregational singing at Vespers, Matins and the Divine Liturgy has been an important element in the Eastern Catholic and Orthodox churches of Southwestern Ukraine and the Carpathian mountain region. These notes describes one of the sets of melodies used in this singing, and how it is adapted for use in English- language parishes of the Byzantine Catholic Church in the United States. I. Responsorial Psalmody In the liturgy of the Byzantine Rite, certain psalms are sung “straight through” – that is, the verses of the psalm(s) are sung in sequence, with each psalm or group of psalms followed by a doxology (“Glory to the Father, and to the Son…”). For these psalms, the prostopinije chant uses simple recitative melodies called psalm tones. These melodies are easily applied to any text, allowing the congregation to sing the psalms from books containing only the psalm texts themselves. At certain points in the services, psalms or parts of psalms are sung with a response after each verse. These responses add variety to the service, provide a Christian “pointing” to the psalms, and allow those parts of the service to be adapted to the particular hour, day or feast being celebrated. The responses can be either fixed (one refrain used for all verses) or variable (changing from one verse to the next). Psalms with Fixed Responses An example of a psalm with a fixed response is the singing of Psalm 134 at Matins (a portion of the hymn called the Polyeleos): V. -
An Historical and Analytical Study of Renaissance Music for the Recorder and Its Influence on the Later Repertoire Vanessa Woodhill University of Wollongong
University of Wollongong Research Online University of Wollongong Thesis Collection University of Wollongong Thesis Collections 1986 An historical and analytical study of Renaissance music for the recorder and its influence on the later repertoire Vanessa Woodhill University of Wollongong Recommended Citation Woodhill, Vanessa, An historical and analytical study of Renaissance music for the recorder and its influence on the later repertoire, Master of Arts thesis, School of Creative Arts, University of Wollongong, 1986. http://ro.uow.edu.au/theses/2179 Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library: [email protected] AN HISTORICAL AND ANALYTICAL STUDY OF RENAISSANCE MUSIC FOR THE RECORDER AND ITS INFLUENCE ON THE LATER REPERTOIRE by VANESSA WOODHILL. B.Sc. L.T.C.L (Teachers). F.T.C.L A dissertation submitted in partial fulfillment of the requirements for the degree of Master of Arts in the School of Creative Arts in the University of Wollongong. "u»«viRsmr •*"! This thesis is submitted in accordance with the regulations of the University of Wotlongong in partial fulfilment of the requirements for the degree of Master of Arts. I hereby certify that the work embodied in this thesis is the result of original research and has not been submitted for a higher degree at any other University or similar institution. Copyright for the extracts of musical works contained in this thesis subsists with a variety of publishers and individuals. Further copying or publishing of this thesis may require the permission of copyright owners. Signed SUMMARY The material in this thesis approaches Renaissance music in relation to the recorder player in three ways. -
PROGRAM NOTES Henry Purcell
PROGRAM NOTES by Phillip Huscher Henry Purcell - Suite from King Arthur Born sometime in 1659, place unknown. Died November 21, 1695, London, England. Suite from King Arthur Purcell composed his semi-opera King Arthur, with texts by John Dryden, in 1691. The first performance was given at the Dorset Garden Theatre in London in May of that year. The orchestra for this suite of instrumental excerpts consists of two oboes and english horn, two trumpets, timpani, and strings, with continuo provided by bassoon and harpsichord. Performance time is approximately twenty minutes. The Chicago Symphony Orchestra has performed music from Purcell's King Arthur (Trumpet Tune, "Ye blust'ring brethren of the skies," with Charles W. Clark as soloist, and Grand Dance: Chaconne) only once previously, on subscription concerts at the Auditorium Theatre on December 13 and 14, 1901, with Theodore Thomas conducting. Henry Purcell is the one composer who lived and worked before J. S. Bach who has found a place in the symphonic repertory. The Chicago Symphony played Purcell's music as early as 1901, when it programmed three selections from King Arthur on the first of its new "historical" programs designed to "illustrate the development of the orchestra and its literature, from the earliest times down to the present day." Purcell still stands at the very beginning of the modern orchestra's repertory, although he is best known to today's audiences for the cameo appearance his music makes in Benjamin Britten's twentieth- century classic, the Young Person's Guide to the Orchestra. Purcell is regularly described as the finest English composer before Edward Elgar, if not as the greatest English composer of all. -
AEM ONLINE Saturday, April 25, and Sunday, April 26, 2020
AEM ONLINE Saturday, April 25, and Sunday, April 26, 2020 Join us for AEM ONLINE! Four online class sessions are offered using the Zoom meeting app, or your web browser. Register for any number of sessions, $25 per session. Instructors will be in touch ahead of time with music, Zoom meeting links will be sent out on Friday after registration has closed. All sessions run 90 minutes, with the first 15 minutes for introductions. If for any reason the session doesn’t work for you, we’ll refund your money. Tish Berlin will hold a Zoom tutorial on Friday, April 24, at 4:00 p.m. Eastern/1:00 p.m. Pacific time for any participants who would like help with Zoom. She will send out a meeting link Friday morning to all participants but only those who are new to Zoom or who need a refresher need to join the meeting. If you are an old hand by now you can ignore the invitation. Registration deadline for all classes is Friday by 9:00 a.m. Eastern Daylight Time. SCHEDULE (Eastern Daylight Time) Saturday, April 25, 2020 1:00 p.m. (10:00 a.m. PT) Viol Duets with Ros Morley 3:00 p.m. (12:00 p.m. PT) Introduction to Baroque Opera with Dylan Sauerwald Sunday, April 26, 2020 1:00 p.m. (10:00 a.m. PT) An English Banquet of Song with Emily Eagen 3:00 p.m. (12:00 p.m. PT) Recorder Technique with Aldo Abreu CLASSES: Viol Duets: a tasting menu with Ros Morley Saturday, April 25, 1:00 p.m. -
Understanding Music Past and Present
Understanding Music Past and Present N. Alan Clark, PhD Thomas Heflin, DMA Jeffrey Kluball, EdD Elizabeth Kramer, PhD Understanding Music Past and Present N. Alan Clark, PhD Thomas Heflin, DMA Jeffrey Kluball, EdD Elizabeth Kramer, PhD Dahlonega, GA Understanding Music: Past and Present is licensed under a Creative Commons Attribu- tion-ShareAlike 4.0 International License. This license allows you to remix, tweak, and build upon this work, even commercially, as long as you credit this original source for the creation and license the new creation under identical terms. If you reuse this content elsewhere, in order to comply with the attribution requirements of the license please attribute the original source to the University System of Georgia. NOTE: The above copyright license which University System of Georgia uses for their original content does not extend to or include content which was accessed and incorpo- rated, and which is licensed under various other CC Licenses, such as ND licenses. Nor does it extend to or include any Special Permissions which were granted to us by the rightsholders for our use of their content. Image Disclaimer: All images and figures in this book are believed to be (after a rea- sonable investigation) either public domain or carry a compatible Creative Commons license. If you are the copyright owner of images in this book and you have not authorized the use of your work under these terms, please contact the University of North Georgia Press at [email protected] to have the content removed. ISBN: 978-1-940771-33-5 Produced by: University System of Georgia Published by: University of North Georgia Press Dahlonega, Georgia Cover Design and Layout Design: Corey Parson For more information, please visit http://ung.edu/university-press Or email [email protected] TABLE OF C ONTENTS MUSIC FUNDAMENTALS 1 N. -
Where Words Leave Off, Music Begins”
CG1009 Degree Project, Bachelor, Classical Music, 15 credits 2017 Degree of Bachelor in Music Department of Classical Music Supervisor: David Thyrén Examiner: Peter Berlind Carlson Philip Sherman ”Where words leave off, music begins” A comparison of how Henry Purcell and Franz Schubert convey text through their music in the compositions Music for a while and Erlkönig Skriftlig reflektion inom självständigt, konstnärligt arbete Inspelning av det självständiga, konstnärliga arbetet finns dokumenterat i det tryckta exemplaret av denna text på KMH:s bibliotek. Summary ”The singer is always working through a text that in some way or another inspired the vocal line and its texture,” wrote American pianist, pedagogue, and author Thomas Grubb. But exactly how does a text inspire a composer to create this synergy between words and music? During the course of my studies at the Royal College of Music in Stockholm, I gradually began to deepen my knowledge and awareness of Henry Purcell and Franz Schubert. I was at once astounded by their ability to seemlessly amalgamate the chosen texts to their music, and decided that this connection required greater research. The purpose of this study was thus to gain a deeper understanding of how Purcell and Schubert approached the relationship between text and music by studying the two pieces Music for a while and Erlkönig. I also wished to discover any similarities and differences between the composers’ approaches to word painting, in addition to discerning the role of the accompaniment to further illustrate the narrative. I began by reading literature about the two composers as well as John Dryden and Johann Wolfgang von Goethe, the poets whose texts were set to music. -
GCSE, AS and a Level Music Difficulty Levels Booklet
GCSE, AS and A level Music Difficulty Levels Booklet Pearson Edexcel Level 1/Level 2 GCSE (9 - 1) in Music (1MU0) Pearson Edexcel Level 3 Advanced Subsidiary GCE in Music (8MU0) Pearson Edexcel Level 3 Advanced GCE in Music (9MU0) First teaching from September 2016 First certification from 2017 (AS) 2018 (GCSE and A level) Issue 1 Contents Introduction 1 Difficulty Levels 3 Piano 3 Violin 48 Cello 71 Flute 90 Oboe 125 Cla rinet 146 Saxophone 179 Trumpet 217 Voic e 240 Voic e (popula r) 301 Guitar (c lassic al) 313 Guitar (popula r) 330 Elec tronic keyboa rd 338 Drum kit 344 Bass Guitar 354 Percussion 358 Introduction This guide relates to the Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Music (1MU0), Pearson Edexcel Level 3 Advanced Subsidiary GCE in Music (8MU0) and Pearson Edexcel Level 3 Advanced GCE in Music (9MU0) qualifications for first teaching from 2016. This guide must be read and used in conjunction with the relevant specifications. The music listed in this guide is designed to help students, teachers, moderators and examiners accurately judge the difficulty level of music submitted for the Performing components of the Pearson Edexcel GCSE, AS and A level Music qualifications. Examples of solo pieces are provided for the most commonly presented instruments across the full range of levels. Using these difficult y levels For GCSE, teachers will need to use the book to determine the difficulty level(s) of piece(s) performed and apply these when marking performances. For AS and A Level, this book can be used as a guide to assist in choosing pieces to perform, as performances are externally marked. -
The Harpsichord Master of 1697
The Harpsichord Master of 1697 and its relationship to contemporary instruction & playing by Maria Boxall The earliest known attempt (in England) to transmit and help to them, Entituled, An Introduction to knowledge concerning the playing of keyboard the Skill of Musick, which doth direct them to instruments by means of the printed word was understand the Gamut, and by it the places and made exactly a century before the publication of the names of their Notes, &c. But as for the true Harpsichord Master 1. In that year (1597) there was Fingering and severall graces used in the licensed to be printed by one William Haskins 'A playing of this Instrument, it cannot be set down playne and perfect Instruction for learnynge to play in words, but is to be obtained by the help and on ye virginalles by hand or by booke both by Directions of Skilfull Teachers, and the constant notes and letters or Tabliture never heretofore sett practice of the learner, for it is the Practick part out . .'. Such a book would almost certainly have crowns the Work.' included some music. If so, the claim of the famous However a later, further expanded edition of Parthenia of 1612/13 to be 'the first musicke that ever 1678 has a different subtitle: 'New lessons and was printed for the virginalls' could not have been Instructions for the virginals or harpsychord' and in correct 2. It seems probable, however, that Haskins the preface we read: never made use of his licence, for although the 'It has ever been my opinion ,that if a man made any book would undoubtedly have been popular, and discovery, by which an Art or Science might be the playing technique it presumably described - that learnt with less expence of Time and Travel, he was of the English virginalists (as can be reconstructed obliged in common Duty to communicate the from their manuscripts) - did not become seriously knowledge thereof to others ...' 'Many of those who outmoded during the following century, no copies bought the former impression of Musicks Hand- survive.