Jewish and Klezmer Violin Style: Part 2 by Cookie Segelstein When I Teach Jewish Fiddle Style, Often Times My Students Are Not J
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Contemporary Jewish Music and Culture Spring 2013 Judaic Studies Special Topics 563:225:01 Tuesday and Thursdays 6:10-7:30Pm Dr
Contemporary Jewish Music and Culture Spring 2013 Judaic Studies Special Topics 563:225:01 Tuesday and Thursdays 6:10-7:30pm Dr. Mark Kligman ([email protected]) Office Hours Tuesday 5:00-6:00, Room 203 12 College Ave, Rm 107 Course Description This course will look at Contemporary Jewish Music. “Contemporary” for this class is defined as music created from the 1950s to the present. The thrust of this investigation will be Jewish music in America and Israel since the 1970s. In order to contextualize Jewish music in America the music prior to this period, the music of Jews with roots in Europe, will begin our discussion. Issues such as Jewish identity, authenticity, religion and culture will be ongoing in our discussion. One overarching topic is the ongoing nature of tradition and innovation. An ethnographic approach will inform the issues to see your culture plays a role in shaping, informing and intrinsically a part of music in Jewish life. Contemporary music in Israel will also be examined and will highlight some similarities to music in America as well as illustrate key differences. The course will be divided into three almost equal sections: contemporary Jewish music in America in Religious contexts (Orthodox, Conservative and Reform); klezmer music; and, Israeli music. The readings assigned for each course will provide a good deal of historical and contextual information as related to musicians and musical genres. At each class sessionsmusical examples (both audio and video) will demonstrate key musical selections. Historical, informational and cultural background of Jewish life will be part of the readings for each session. -
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. -
American Folk Music and Folklore Recordings 1985: a Selected List
DOCUMENT RESUME ED 277 618 SO 017 762 TITLE American Folk Music and Folklore Recordings 1985: A Selected List. INSTITUTION Library of Congress, Washington, D.C. American Folklife Center. PUB DATE 86 NOTE 17p.; For the recordings lists for 1984 and 1983, see ED 271 353-354. Photographs may not reproduce clearly. AVAILABLE FROM Selected List, American Folklife Center, Library of Congress, Washington, DC 20540. PUB TYPE Reference Materials - Bibliographies (131) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Annotated Bibliographies; *Black Culture; *Folk Culture; *Jazz; *Modernism; *Music; Popular Culture ABSTRACT Thirty outstanding records and tapes of traditional music and folklore which were released in 1985 are described in this illustrated booklet. All of these recordings are annotated with liner notes or accompanying booklets relating the recordings to the performers, their communities, genres, styles, or other pertinent information. The items are conveniently available in the United States and emphasize "root traditions" over popular adaptations of traditional materials. Also included is information about sources for folk records and tapes, publications which list and review traditional music recordings, and relevant Library of Congress Catalog card numbers. (BZ) U.111. DEPARTMENT OF EDUCATION Office or Educao onal Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document hes been reproduced u received from the person or o•panizahon originating it Minor changes nave been made to improve reproduction ought) Points of view or opinions stated in this docu mint do not necessarily represent Olhcrai OERI posrtio.r or policy AMERICAN FOLK MUSIC AND FOLKLORE RECORDINGS 1985 A SELECTED LIST Selection Panel Thomas A. Adler University of Kentucky; Record Review Editor, Western Folklore Ethel Raim Director, Ethnic Folk Arts Center Don L. -
Proquest Dissertations
A comparison of embellishments in performances of bebop with those in the music of Chopin Item Type text; Thesis-Reproduction (electronic) Authors Mitchell, David William, 1960- Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 03/10/2021 23:23:11 Link to Item http://hdl.handle.net/10150/278257 INFORMATION TO USERS This manuscript has been reproduced from the miaofillm master. UMI films the text directly fi^om the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be fi-om any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and contLDuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. -
Combination Tones and Other Related Auditory Phenomena
t he university ot cbtcago ro m a n wyo ur: no c xxuu.“ COMBINATION TONES AND OTHER RELATED AUDITORY PHENOMENA A DI SSERTA TION SUBMITTED TO THE FA CULTY OF TH E GRADUA TE SCHOOL OF A RTS AND LITERATURE IN CANDIDA CY FO R THE DEG REE OF DOCTOR OF PHI LOSOPHY DEPARTMENT OF PSY CHOLOGY BY JOSEPH PETERSON u rr N o o r r un Psvc a o wc xcu. Rm " wa Sm u n . Pvumun AS “o uo c 39 , 1 908. PREFA CE . The first part of this mo no graph is devo ted primarily to a critical exposition of the important theories of combination to n and t t nt e n es a s a eme of th facts upo which they rest . This undertaking i nevitably leads to the mention of a considerable number of closely related phenomena whose significance for I e general theo ry is often crucial . n view of th conditions l n in the t t the t it n th t prevai i g li era ure of subjec , has bee ough expedient that this presentation should in the main follow h n n . n c nt nts c ro ological li es The full a alyt ical table of o e , t t t the n int n n oge her wi h divisio o sect io s , will readily e able he x readers who so desire to consult t te t o n special topics . The second part of the monograph report s cert ain experimcnta l t n t observa io s made by the au hor o n summation tones . -
To Play Jewish Again: Roots, Counterculture, and the Klezmer Revival Claire Marissa Gogan Thesis Submitted to the Faculty Of
To Play Jewish Again: Roots, Counterculture, and the Klezmer Revival Claire Marissa Gogan Thesis submitted to the faculty of the Virginia Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of Master of Arts In History David P. Cline, Co-Chair Brett L. Shadle, Co-Chair Rachel B. Gross 4 May 2016 Blacksburg, Virginia Keywords: Identity, Klezmer, Jewish, 20th Century, Folk Revival Copyright 2016 by Claire M. Gogan To Play Jewish Again: Roots, Counterculture, and the Klezmer Revival Claire Gogan ABSTRACT Klezmer, a type of Eastern European Jewish secular music brought to the United States in the late 19th and early 20th century, originally functioned as accompaniment to Jewish wedding ritual celebrations. In the late 1970s, a group of primarily Jewish musicians sought inspiration for a renewal of this early 20th century American klezmer by mining 78 rpm records for influence, and also by seeking out living klezmer musicians as mentors. Why did a group of Jewish musicians in the 1970s through 1990s want to connect with artists and recordings from the early 20th century in order to “revive” this music? What did the music “do” for them and how did it contribute to their senses of both individual and collective identity? How did these musicians perceive the relationship between klezmer, Jewish culture, and Jewish religion? Finally, how was the genesis for the klezmer revival related to the social and cultural climate of its time? I argue that Jewish folk musicians revived klezmer music in the 1970s as a manifestation of both an existential search for authenticity, carrying over from the 1960s counterculture, and a manifestation of a 1970s trend toward ethnic cultural revival. -
24.0101 Semester: Departmental Syllabus Course Title
SYLLABUS DATE OF LAST REVIEW: 12/2019 CIP CODE: 24.0101 SEMESTER: DEPARTMENTAL SYLLABUS COURSE TITLE: Music Theory II COURSE NUMBER: MUSC0112 CREDIT HOURS: 4 INSTRUCTOR: DEPARTMENTAL SYLLABUS OFFICE LOCATION: DEPARTMENTAL SYLLABUS OFFICE HOURS: DEPARTMENTAL SYLLABUS TELEPHONE: DEPARTMENTAL SYLLABUS EMAIL: DEPARTMENTAL SYLLABUS KCKCC issued email accounts are the official means for electronically communicating with our students. PREREQUISITES: MUSC0111 Music Theory I KRSN: MUS1030 The learning outcomes and competencies detailed in this course outline or syllabus meet or exceed the learning outcomes and competencies specified by the Kansas Core Outcomes Groups project for this course as approved by the Kansas Board of Regents. REQUIRED TEXT AND MATERIALS: Please check with the KCKCC bookstore, http://www.kckccbookstore.com/, for the required texts for your particular class. COURSE DESCRIPTION: The purpose of this course is to continue the studies begun in Music Theory I. This course will complete the study of diatonic harmony. Topics covered will include inversions and seventh chords, non-harmonic tones, and diatonic modulation, and elements of musicianship including sightsinging, dictation, rhythm, and keyboard skills. METHOD OF INSTRUCTION: A variety of instructional methods may be used depending on content area. These include but are not limited to: lecture, multimedia, cooperative/collaborative learning, labs and demonstrations, projects and presentations, speeches, debates, and panels, conferencing, performances, and learning experiences outside the classroom. Methodology will be selected to best meet student needs. COURSE OUTLINE: I. First inversion chords A. Close structure in first inversion triads B. Open structure in first inversion triads C. Neutral structure in first inversion triads D. Successive first inversion triads II. -
San Francisco Contemporary Music Players David Milnes, Music
San Francisco Contemporary Music Players IANNIS XENAKIS (1922-2001) David Milnes, Music Director Not long after the death of Iannis Xenakis in 2000, Paul Griffiths paid tribute to the composer in Chanticleer The New York Times, commenting that his music retained a “primitive power” despite its origin Joseph Jennings, Music Director in “highly sophisticated scientific and mathematical theories.” This unusual juxtaposition–of the very old and very new, of the very basic and the highly refined–is crucial to understanding Monday, March 29, 2004 * 8 p.m. Xenakis’s music and his influential theories about mathematics and composition. Calvary Presbyterian Church, San Francisco Growing up in Romania and Greece, Xenakis was fascinated by ancient literature and Friday, April 2, 2004 * 8 p.m. philosophy, and his formal education was devoted to mathematics and engineering rather than First Congregational Church, Berkeley music (although he received rudimentary vocal and keyboard lessons). Perhaps because of this threefold distance–in space, time, and training–from the compositional trends of Western * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * Europe, he developed strikingly original methods of musical creation. While fighting with the The premiere performances of Betty Olivero’s Bashrav are supported in part by a grant from the Greek resistance during World War II, Xenakis was wounded, captured, and sentenced to death. National Endowment for the Arts. With the end of the conflict, he escaped to France, where his death sentence was revoked and he became a citizen. Throughout his life, however, he retained strong ties to his homeland and the Performances of Iannis Xenakis’s Medea Senecae are made possible in part by a sponsorship political ideals that had forced him into exile. -
Klezmer Music, History, and Memory 1St Edition Ebook Free Download
KLEZMER MUSIC, HISTORY, AND MEMORY 1ST EDITION PDF, EPUB, EBOOK Zev Feldman | 9780190244514 | | | | | Klezmer Music, History, and Memory 1st edition PDF Book Its primary venue was the multi-day Jewish wedding, with its many ritual and processional melodies, its table music for listening, and its varied forms of Jewish dance. The second part of the collection examines the klezmer "revival" that began in the s. Krakow is not far from Auschwitz and each year, a March of the Living, which takes visitors on a walk from Auschwitz to the nearby Birkenau death camp, draws tens of thousands of participants. Its organizers did not shy from the topic. But, I continued, we don't celebrate the military victory. Some aspects of these Klezmer- feeling Cohen compositions, as rendered, were surely modern in some of the instruments used, but the distinctive Jewish Klezmer feel shines through, and arguably, these numbers by Cohen are the most widely-heard examples of Klezmer music in the modern era due to Cohen's prolific multi-generational appeal and status as a popular poet-songwriter-singer who was very popular on several continents in the Western World from the s until his death in Ornstein, the director of the Jewish Community Center, said that while the festival celebrates the past, he wants to help restore Jewish life to the city today. All About Jazz needs your support Donate. Until this can be accessed, Feldman's detailed study will remain the go-to work for anyone wishing to understand or explore this endlessly suggestive subject. With Chanukah now past, and the solstice just slipped, I am running out of time to post some thoughts about the holiday. -
Danville Area School District Course Overview Course: Music Theory II Teacher: Mr. Egger Course Introduction: Music Theo
Danville Area School District Course Overview Course: Music Theory II Teacher: Mr. Egger Course Introduction: Course Text or Student Materials: Music Theory II will provide an upper-level exploration of music The Understanding and Application of Harmony - A Workbook Approach theory, including composition styles and periods. The course will culminate in a creative opportunity for an original composition. Units of Study: Student Objectives: Standards/Anchors: Unit Six – Triad Inversion and Figured Bass Students will be able to construct a four-part 9.1. Production, Performance and Exhibition of A. Figured Bass Interpretation (SATB) progression in a major and/or minor Dance, Music, Theatre and Visual Arts B. First Inversion Triads key utilizing the theoretical harmony of the C. Assignment Sixteen – Progressions with common practice period (c.1600 to 1900). 9.1.12A Know and use the elements and First Inversion Triads principles of each art form to create works in D. Second Inversion Triads the arts and humanities. Elements – Music: E. Cadential 6/4 duration, intensity, pitch and timbre. F. Passing 6/4 Principles – Music: composition, form, genre, G. Arpeggio 6/4 harmony, rhythm and texture. H. Pedal 6/4 I. Auxiliary 6/4 9.1.12B Recognize, know, use and J. Appoggiatura 6/4 demonstrate a variety of appropriate arts K. Assignment Seventeen – Progressions elements and principles to produce, review and with First and Second Inversion Triads revise original works in the arts. Music: sing, play an instrument, read and notate music, Unit Seven – Progression and Cadence compose and arrange, improvise. A. Primary Framework – I IV V I B. -
Automatic Determination of Chord Roots
University of Innsbruck Institute of Computer Science Intelligent and Interactive Systems Automatic Determination of Chord Roots Samuel Rupprechter arXiv:1601.02546v1 [cs.SD] 11 Jan 2016 B.Sc. Thesis Supervisor: Univ.-Prof. Dr. Justus Piater 12th January 2016 Abstract Even though chord roots constitute a fundamental concept in music theory, existing models do not explain and determine them to full satisfaction. We present a new method which takes sequential context into account to resolve ambiguities and detect nonharmonic tones. We extract features from chord pairs and use a decision tree to determine chord roots. This leads to a quantitative improvement in correctness of the predicted roots in comparison to other models. All this raises the question how much harmonic and nonharmonic tones actually contribute to the perception of chord roots. i ii Contents Abstract i Contents iii List of Figures v List of Tables vii Declaration ix 1 Introduction 1 1.1 Motivation . .1 1.2 Goals . .1 1.3 Overview . .2 2 Music Theory 3 2.1 Basic Music Theory . .3 2.1.1 Musical Notation . .3 2.1.2 Notes and Pitches . .4 2.1.3 Rhythm . .4 2.1.4 Intervals . .5 2.2 Chords . .5 2.2.1 Nonharmonic Tones . .6 2.3 Chord Roots . .6 3 Determination of Chord Roots 9 3.1 Constructing Chords . .9 3.2 Existing Models . .9 3.2.1 Stacking Thirds . .9 3.2.2 Ernst Terhardt . 10 3.2.3 Richard Parncutt . 10 3.3 A New Model . 11 3.3.1 Assumptions and Representation . 11 3.3.2 Definition . -
The Jewish Influence on Tango”
Claremont Colleges Scholarship @ Claremont 2014 Claremont Colleges Library Undergraduate Claremont Colleges Library Undergraduate Research Award Research Award 5-8-2014 The ewJ ish Influence on Tango Olivia Jane Zalesin Pomona College Recommended Citation Zalesin, Olivia Jane, "The eJ wish Influence on Tango" (2014). 2014 Claremont Colleges Library Undergraduate Research Award. http://scholarship.claremont.edu/cclura_2014/2 This First-Year Award Winner is brought to you for free and open access by the Claremont Colleges Library Undergraduate Research Award at Scholarship @ Claremont. It has been accepted for inclusion in 2014 Claremont Colleges Library Undergraduate Research Award by an authorized administrator of Scholarship @ Claremont. For more information, please contact [email protected]. 2014 Claremont Colleges Library Undergraduate Research Award First-Year Award Winner Olivia Zalesin Pomona College Reflective Essay Undergraduate Research Award Reflective Essay “Jewish Tango.” Seems like an odd yet intriguing combination of words--does it not? That’s what I thought back in September as I sat in my dorm room brainstorming potential paper topics for my ID1 Seminar, “Tripping the Light Fantastic: A History of Social and Ballroom Dance.” Tango was an obvious choice to respond to a prompt, which read, “Write about any dance form you find interesting.” I’d been fascinated with the tango ever since I’d learned about the dance’s history in a high-school seminar on Modern Latin America and subsequently tried the dance myself in one of Buenos Aires’ famous dance halls. The Jewish element was, however, my attempt to add some personal element and to answer my own curiosity about a question that had been nagging at me ever since I heard my first tango music.