Afro Percussion
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Rotch LOOT 18 1993
01. -"OWN------- lo ii Timing is of the Essence: Perceptual and Computational Techniques for Represent- ing, Learning, and Reproducing Expressive Timing in Per- cussive Rhythm by Jeffrey Adam Bilmes Submitted to the Program in Media Arts and Sciences, School of Architec- ture and Planning in partial fulfillment of the requirements for the degree of Master of Science at the MASSACHUSETTS INSTITUTE OF TECHNOLOGY September 1993 © Massachusetts Institute of Technology 1993. All rights reserved. Author.... ....... ......~.. .. ........ .. .............. .. .. .... Program in Media Arts and Sciences August 6, 1993 Certified by ..................... Barry L. Vercoe Professsor, Media Arts and Science Thesis Supervisor rfn Ir, Accepted by .................. V ............. .A.......S t ....... Stephen A. Benton Chairman, Departmental Committee on Graduate Students Rotch MASSACHUSETTS INSTITUTE OF TECMNO MY LOOT 18 1993 Room 14-0551 77 Massachusetts Avenue Cambridge, MA 02139 Ph: 617.253.2800 Email: [email protected] Document Services http://libraries.mit.edu/docs DISCLAIMER NOTICE The accompanying media item for this thesis is available in the MIT Libraries or Institute Archives. Thank you. Timing is of the Essence: Perceptual and Computational Techniques for Represent- ing, Learning, and Reproducing Expressive Timing in Per- cussive Rhythm by Jeffrey Adam Bilmes Thesis Readers Thesis Reader.........,.................... ........ ......... ... Michael Jordan Associate Professor MIT Department of Brain and Cognitive Science ............... .. .... . -
Premium Blend: Middle School Percussion Curriculum Utilizing Western and Non-Western Pedagogy
Premium Blend: Middle School Percussion Curriculum Utilizing Western and Non-Western Pedagogy Bob Siemienkowicz Winfield School District 34 OS 150 Park Street Winfield, Illinois 60190 A Clinic/Demonstration Presented by Bob Siemienkowicz [email protected] And The 630.909.4974 Winfield Percussion Ensembles ACT 1 Good morning. Thank you for allowing us to show what we do and how we do it. Our program works for our situation in Winfield and we hope portions of it will work for your program. Let’s start with a song and then we will time warp into year one of our program. SONG – Prelude in E minor YEAR 1 – All those instruments The Winfield Band program, my philosophy has been that rhythm is the key to success. I tell all band students “You can learn the notes and fingerings fine, but without good rhythm, no one will understand what you are playing.” This is also true in folkloric music. Faster does not mean you are a better player. How well you communicate musically establishes your level of proficiency. Our first lessons with all band students are clapping exercises I design and lessons from the Goldenberg Percussion method book. Without the impedance of embouchure, fingerings and the thought of dropping a $500 instrument on the floor, the student becomes completely focused on rhythmic study. For the first percussion lesson, the focus is also rhythmic. Without the need for lips, we play hand percussion immediately. For the first Western rudiment, we play paradiddles on conga drums or bongos (PLAY HERE). All percussion students must say paradiddle while they play it. -
Instrument: Bongos, a Drum Set for Dancing Country: Cuba (Ku-Ba)
ROOTS OF RHYTHM - CHAPTER 2: THE BONGOS FROM CUBA Instrument: Bongos, a drum set for dancing Country: Cuba (ku-ba) Flag: The star stands for independence. Size and Population: The country is 42,804 square miles with 2,100 miles of coastline. It is slightly smaller than Pennsylvania. The population of Cuba is estimated at 11,061,886 as of July 2013; ranked 77th in the world. Geography and Climate: The Cuban mainland is the largest and westernmost island of the West Indies. About 90 miles south of Florida, Cuba consists of one large island and more than 1,600 smaller ones. With towering mountains and rolling hills covering a quarter of the country, the rest consists of mainly gentle slopes and grasslands. The fertile soil is primarily red clay and provides rich farmlands for crops and pastures. The heavy forests, consisting mainly of pine trees, exist in the southeast. There are over 200 rivers and streams in Cuba, but most are not navigable. Among the 200 harbors, two important ones are at the capital, Havana, on the north coast and at the U.S. controlled Guantánamo Bay on the south coast. Cuba has a semi-tropical climate and breezes keep the island mild throughout the year. Temperatures range from 70° F in the winter to 80° F in the summer. The country’s dry season lasts from November to April and during the remaining wet season certain areas can get up to 54 inches of annual rain. Strong hurricanes often hit the islands during the fall months. Background and History: In 1492, Christopher Columbus landed in Cuba and claimed it for Spain. -
A Musical Analysis of Afro-Cuban Batá Drumming
City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 2-2019 Meaning Beyond Words: A Musical Analysis of Afro-Cuban Batá Drumming Javier Diaz The Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/2966 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] MEANING BEYOND WORDS: A MUSICAL ANALYSIS OF AFRO-CUBAN BATÁ DRUMMING by JAVIER DIAZ A dissertation submitted to the Graduate Faculty in Music in partial fulfillment of the requirements for the degree of Doctor of Musical Arts, The City University of New York 2019 2018 JAVIER DIAZ All rights reserved ii Meaning Beyond Words: A Musical Analysis of Afro-Cuban Batá Drumming by Javier Diaz This manuscript has been read and accepted for the Graduate Faculty in Music in satisfaction of the dissertation requirement for the degree of Doctor in Musical Arts. ——————————— —————————————————— Date Benjamin Lapidus Chair of Examining Committee ——————————— —————————————————— Date Norman Carey Executive Officer Supervisory Committee Peter Manuel, Advisor Janette Tilley, First Reader David Font-Navarrete, Reader THE CITY UNIVERSITY OF NEW YORK iii ABSTRACT Meaning Beyond Words: A Musical Analysis of Afro-Cuban Batá Drumming by Javier Diaz Advisor: Peter Manuel This dissertation consists of a musical analysis of Afro-Cuban batá drumming. Current scholarship focuses on ethnographic research, descriptive analysis, transcriptions, and studies on the language encoding capabilities of batá. -
Global Journal of Human Social Science
Online ISSN: 2249-460X Print ISSN: 0975-587X exploration Volume 11 Issue 5 of version 1.0 innovations4 Comparative Analysis Patterns of Contemporary Geographic Information Facet of Human Rights October 2011 Global Journal of Human Social Science Global Journal of Human Social Science Volume 11 Issue 5 (Ver. 1.0) Open Association of Research Society *OREDO-RXUQDORI+XPDQ *OREDO-RXUQDOV,QF 6RFLDO6FLHQFHV $'HODZDUH86$,QFRUSRUDWLRQZLWK³*RRG6WDQGLQJ´Reg. Number: 0423089 6SRQVRUV Open Association of Research Society $OOULJKWVUHVHUYHG 2SHQ6FLHQWLILF6WDQGDUGV 7KLVLVDVSHFLDOLVVXHSXEOLVKHGLQYHUVLRQ RI³*OREDO-RXUQDORI+XPDQ6RFLDO 3XEOLVKHU¶V+HDGTXDUWHUVRIILFH 6FLHQFHV´%\*OREDO-RXUQDOV,QF $OODUWLFOHVDUHRSHQDFFHVVDUWLFOHVGLVWULEXWHG *OREDO-RXUQDOV,QF+HDGTXDUWHUV&RUSRUDWH2IILFH XQGHU³*OREDO-RXUQDORI+XPDQ6RFLDO 6FLHQFHV´ &DPEULGJH2IILFH&HQWHU,,&DQDO3DUN)ORRU1R 5HDGLQJ/LFHQVHZKLFKSHUPLWVUHVWULFWHGXVH WKCambridge (Massachusetts)3LQ0$ (QWLUHFRQWHQWVDUHFRS\ULJKWE\RI³*OREDO -RXUQDORI+XPDQ6RFLDO6FLHQFHV´XQOHVV 8QLWHG6WDWHV RWKHUZLVHQRWHGRQVSHFLILFDUWLFOHV 86$7ROO)UHH 86$7ROO)UHH)D[ 1RSDUWRIWKLVSXEOLFDWLRQPD\EHUHSURGXFHG RUWUDQVPLWWHGLQDQ\IRUPRUE\DQ\PHDQV 2IIVHW7\SHVHWWLQJ HOHFWURQLFRUPHFKDQLFDOLQFOXGLQJ SKRWRFRS\UHFRUGLQJRUDQ\LQIRUPDWLRQ VWRUDJHDQGUHWULHYDOV\VWHPZLWKRXWZULWWHQ Open Association of Research Society , Marsh Road, SHUPLVVLRQ Rainham, Essex, London RM13 8EU 7KHRSLQLRQVDQGVWDWHPHQWVPDGHLQWKLV United Kingdom. ERRNDUHWKRVHRIWKHDXWKRUVFRQFHUQHG 8OWUDFXOWXUHKDVQRWYHULILHGDQGQHLWKHU FRQILUPVQRUGHQLHVDQ\RIWKHIRUHJRLQJDQG QRZDUUDQW\RUILWQHVVLVLPSOLHG -
©Studentsavvy Music Around the World Unit I Thank You For
©studentsavvy Music Around the World Unit I thank you for StudentSavvy © 2016 downloading! Thank you for downloading StudentSavvy’s Music Around the World Unit! If you have any questions regarding this product, please email me at [email protected] Be sure to stay updated and follow for the latest freebies and giveaways! studentsavvyontpt.blogspot.com www.facebook.com/studentsavvy www.pinterest.com/studentsavvy wwww.teacherspayteachers.com/store/studentsavvy clipart by EduClips and IROM BOOK http://www.hm.h555.net/~irom/musical_instruments/ Don’t have a QR Code Reader? That’s okay! Here are the URL links to all the video clips in the unit! Music of Spain: https://www.youtube.com/watch?v=_7C8MdtnIHg Music of Japan: https://www.youtube.com/watch?v=5OA8HFUNfIk Music of Africa: https://www.youtube.com/watch?v=4g19eRur0v0 Music of Italy: https://www.youtube.com/watch?v=U3FOjDnNPHw Music of India: https://www.youtube.com/watch?v=qQ2Yr14Y2e0 Music of Russia: https://www.youtube.com/watch?v=EEiujug_Zcs Music of France: https://www.youtube.com/watch?v=Ge46oJju-JE Music of Brazil: https://www.youtube.com/watch?v=jQLvGghaDbE ©StudentSavvy2016 Don’t leave out these countries in your music study! Click here to study the music of Mexico, China, the Netherlands, Germany, Australia, USA, Hawaii, and the U.K. You may also enjoy these related resources: Music Around the WorLd Table Of Contents Overview of Musical Instrument Categories…………………6 Music of Japan – Read and Learn……………………………………7 Music of Japan – What I learned – Recall.……………………..8 Explore -
Redalyc.La Historia Del Tambor Africano Y Su Legado En El Mundo
El Artista E-ISSN: 1794-8614 [email protected] Universidad Distrital Francisco José de Caldas Colombia Barriga Monroy, Martha Lucía La historia del tambor africano y su legado en el mundo El Artista, núm. 1, noviembre, 2004, pp. 30-48 Universidad Distrital Francisco José de Caldas Pamplona, Colombia Disponible en: http://www.redalyc.org/articulo.oa?id=87400104 Cómo citar el artículo Número completo Sistema de Información Científica Más información del artículo Red de Revistas Científicas de América Latina, el Caribe, España y Portugal Página de la revista en redalyc.org Proyecto académico sin fines de lucro, desarrollado bajo la iniciativa de acceso abierto La historia del tambor africano y su legado en el mundo The African drum’s history and its world inheritance Por: Martha Lucía Barriga Monroy Docente de la Universidad de Pamplona ¿No veis estos tambores en mis ojos? ¿No veis estos tambores tensos y golpeados con dos lágrimas secas? ¿No tengo acaso un abuelo nocturno con una gran marca negra, más negra todavía que la piel, una gran marca hecha de un latigazo? Nicolás Guillén (El Apellido, elegía familiar) Brilla mi voz como un metal recién pulido. Mirad mi escudo: tiene un baobab, Tiene un rinoceronte y una lanza. Yo soy también nieto, Biznieto, Tataranieto de un esclavo. Nicolás Guillén (El Apellido, elegía familiar) 30 Resumen Según diversos estudios de investigación, el origen del tambor es Africano, y se remonta a la prehistoria. El tambor llega a Europa a través de las migraciones de africanos y moros a Europa. Posteriormente, el tambor también penetra en el Nuevo Mundo, cuando los ejércitos conquistadores inician la colonización americana. -
TD-30 Data List
Data List Preset Drum Kit List No. Name Pad pattern No. Name Pad pattern 1 Studio 41 RockGig 2 LA Metal 42 Hard BeBop 3 Swingin’ 43 Rock Solid 4 Burnin’ 44 2nd Line 5 Birch 45 ROBO TAP 6 Nashville 46 SATURATED 7 LoudRock 47 piccolo 8 JJ’s DnB 48 FAT 9 Djembe 49 BigHall 10 Stage 50 CoolGig LOOP 11 RockMaster 51 JazzSes LOOP 12 LoudJazz 52 7/4 Beat LOOP 13 Overhead 53 :neotype: 1SHOT, TAP 14 Looooose 54 FLA>n<GER 1SHOT, TAP 15 Fusion 55 CustomWood 16 Room 56 50s King 17 [RadioMIX] 57 BluesRock 18 R&B 58 2HH House 19 Brushes 59 TechFusion 20 Vision LOOP, TAP 60 BeBop 21 AstroNote 1SHOT 61 Crossover 22 acidfunk 62 Skanky 23 PunkRock 63 RoundBdge 24 OpenMaple 64 Metal\Core 25 70s Rock 65 JazzCombo 26 DrySound 66 Spark! 27 Flat&Shallow 67 80sMachine 28 Rvs!Trashy 68 =cosmic= 29 melodious TAP 69 1985 30 HARD n’BASS TAP 70 TR-808 31 BazzKicker 71 TR-909 32 FatPressed 72 LatinDrums 33 DrumnDubStep 73 Latin 34 ReMix-ulator 74 Brazil 35 Acoutronic 75 Cajon 36 HipHop 76 African 37 90sHouse 77 Ka-Rimba 38 D-N-B LOOP 78 Tabla TAP 39 SuperLoop TAP 79 Asian 40 >>process>>> 80 Orchestra TAP Copyright © 2012 ROLAND CORPORATION All rights reserved. No part of this publication may be reproduced in any form without the written permission of ROLAND CORPORATION. Roland and V-Drums are either registered trademarks or trademarks of Roland Corporation in the United States and/or other countries. -
African Drumming in Drum Circles by Robert J
African Drumming in Drum Circles By Robert J. Damm Although there is a clear distinction between African drum ensembles that learn a repertoire of traditional dance rhythms of West Africa and a drum circle that plays primarily freestyle, in-the-moment music, there are times when it might be valuable to share African drumming concepts in a drum circle. In his 2011 Percussive Notes article “Interactive Drumming: Using the power of rhythm to unite and inspire,” Kalani defined drum circles, drum ensembles, and drum classes. Drum circles are “improvisational experiences, aimed at having fun in an inclusive setting. They don’t require of the participants any specific musical knowledge or skills, and the music is co-created in the moment. The main idea is that anyone is free to join and express himself or herself in any way that positively contributes to the music.” By contrast, drum classes are “a means to learn musical skills. The goal is to develop one’s drumming skills in order to enhance one’s enjoyment and appreciation of music. Students often start with classes and then move on to join ensembles, thereby further developing their skills.” Drum ensembles are “often organized around specific musical genres, such as contemporary or folkloric music of a specific culture” (Kalani, p. 72). Robert Damm: It may be beneficial for a drum circle facilitator to introduce elements of African music for the sake of enhancing the musical skills, cultural knowledge, and social experience of the participants. PERCUSSIVE NOTES 8 JULY 2017 PERCUSSIVE NOTES 9 JULY 2017 cknowledging these distinctions, it may be beneficial for a drum circle facilitator to introduce elements of African music (culturally specific rhythms, processes, and concepts) for the sake of enhancing the musi- cal skills, cultural knowledge, and social experience Aof the participants in a drum circle. -
Stylistic Evolution of Jazz Drummer Ed Blackwell: the Cultural Intersection of New Orleans and West Africa
STYLISTIC EVOLUTION OF JAZZ DRUMMER ED BLACKWELL: THE CULTURAL INTERSECTION OF NEW ORLEANS AND WEST AFRICA David J. Schmalenberger Research Project submitted to the College of Creative Arts at West Virginia University in partial fulfillment of the requirements for the degree of Doctor of Musical Arts in Percussion/World Music Philip Faini, Chair Russell Dean, Ph.D. David Taddie, Ph.D. Christopher Wilkinson, Ph.D. Paschal Younge, Ed.D. Division of Music Morgantown, West Virginia 2000 Keywords: Jazz, Drumset, Blackwell, New Orleans Copyright 2000 David J. Schmalenberger ABSTRACT Stylistic Evolution of Jazz Drummer Ed Blackwell: The Cultural Intersection of New Orleans and West Africa David J. Schmalenberger The two primary functions of a jazz drummer are to maintain a consistent pulse and to support the soloists within the musical group. Throughout the twentieth century, jazz drummers have found creative ways to fulfill or challenge these roles. In the case of Bebop, for example, pioneers Kenny Clarke and Max Roach forged a new drumming style in the 1940’s that was markedly more independent technically, as well as more lyrical in both time-keeping and soloing. The stylistic innovations of Clarke and Roach also helped foster a new attitude: the acceptance of drummers as thoughtful, sensitive musical artists. These developments paved the way for the next generation of jazz drummers, one that would further challenge conventional musical roles in the post-Hard Bop era. One of Max Roach’s most faithful disciples was the New Orleans-born drummer Edward Joseph “Boogie” Blackwell (1929-1992). Ed Blackwell’s playing style at the beginning of his career in the late 1940’s was predominantly influenced by Bebop and the drumming vocabulary of Max Roach. -
Percussion Quartet 1.Mus
JULIÁN________________ BRIJALDO CONGANESS for Percussion Quartet www.julianbrijaldo.com [email protected] CONGANESS 5:00 INSTRUMENTATION Percussion I: Bongos Conga drum Tumbadora Percussion II: Vibraphone Marimba 4 Tom-toms Crash cymbal, Splash cymbal & China cymbal Percussion III: Vibraphone Marimba 4 Tom-toms Crash cymbal, Splash cymbal & China cymbal* Percussion IV: Glockenspiel Vibraphone 3 Timpani: 32,'' 26,'' 23'' * The percussion sets share intruments (See the suggested stage diagram) Performance Notes: . Percussion I has the leading role throughout the piece. It should not be overpowered by the other instruments at any moment. The tempo markings in parentheses are approximated. Ideally, the rhythmic flow should feel flexible. Any fermata should not last more than 5 seconds. The individual parts include an instrumental glossary. Duration up to the performers Square fermata: Duration in seconds is notated above the symbol Roll accelerando or ritardando independentely from the tempo indications for the ensemble. Program Notes: by Catalina Villamarín What makes a conga drum what it is? What gives it its distinctive round, earthy sound? Would it be possible to turn any instrument into a conga drum? CONGANESS plays with these questions, and sets out to make a conga drum out of the combination of all the instruments in this percussion quartet. The foundation of CONGANESS was the spectrographic analysis of the four strokes found in a conga-drum salsa pattern: a tumbadora open stroke, a conga-drum open stroke, a conga-drum slap stroke and a conga-drum muffled stroke. The most prominent frequencies of each of these sounds were approximated to the closest pitches available, becoming the palette of sounds with which the piece was built. -
Ludwig Musser Concert Percussion 2013 Catalog
Welcome to the world of Ludwig/Musser Concert Percussion. The instruments in this catalog represent the finest quality and sound in percussion instruments today from a company that has been making instruments and accessories in the USA for decades. Ludwig is “The Most famous Name in Drums” since 1909 and Musser is “First in Class” for mallet percussion since 1948. Ludwig & Musser aren’t just brand names, they are men’s names. William F. Ludwig Sr. & William F. Ludwig II were gifted percussionists and astute businessmen who were innovators in the world of percussion. Clair Omar Musser was also a visionary mallet percussionist, composer, designer, engineer and leader who founded the Musser Company to be the American leader in mallet instruments. Both companies originated in the Chicago area. They joined forces in the 1960’s and originated the concept of “Total Percussion." With our experience as a manufacturer, we have a dedicated staff of craftsmen and marketing professionals that are sensitive to the needs of the percussionist. Several on our staff are active percussionists today and have that same passion for excellence in design, quality and performance as did our founders. We are proud to be an American company competing in a global economy. This Ludwig Musser Concert Percussion Catalog is dedicated to the late William F. Ludwig II Musser Marimbas, Xylophones, Chimes, Bells, & Vibraphones are available in “The Chief.” His vision for a “Total Percussion” a wide range of sizes and models to completely satisfy the needs of beginners, company was something he created at Ludwig schools, universities and professionals.