The UBS Virtual Maestro: an Interactive Conducting System
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Black US Army Bands and Their Bandmasters in World War I
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Faculty Publications: School of Music Music, School of Fall 8-21-2012 Black US Army Bands and Their Bandmasters in World War I Peter M. Lefferts University of Nebraska-Lincoln, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/musicfacpub Part of the Music Commons Lefferts, Peter M., "Black US Army Bands and Their Bandmasters in World War I" (2012). Faculty Publications: School of Music. 25. https://digitalcommons.unl.edu/musicfacpub/25 This Article is brought to you for free and open access by the Music, School of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Faculty Publications: School of Music by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. 1 Version of 08/21/2012 This essay is a work in progress. It was uploaded for the first time in August 2012, and the present document is the first version. The author welcomes comments, additions, and corrections ([email protected]). Black US Army bands and their bandmasters in World War I Peter M. Lefferts This essay sketches the story of the bands and bandmasters of the twenty seven new black army regiments which served in the U.S. Army in World War I. They underwent rapid mobilization and demobilization over 1917-1919, and were for the most part unconnected by personnel or traditions to the long-established bands of the four black regular U.S. Army regiments that preceded them and continued to serve after them. Pressed to find sufficient numbers of willing and able black band leaders, the army turned to schools and the entertainment industry for the necessary talent. -
Conducting from the Piano: a Tradition Worth Reviving? a Study in Performance
CONDUCTING FROM THE PIANO: A TRADITION WORTH REVIVING? A STUDY IN PERFORMANCE PRACTICE: MOZART’S PIANO CONCERTO IN C MINOR, K. 491 Eldred Colonel Marshall IV, B.A., M.M., M.M, M.M. Dissertation Prepared for the Degree of DOCTOR OF MUSICAL ARTS UNIVERSITY OF NORTH TEXAS May 2018 APPROVED: Pamela Mia Paul, Major Professor David Itkin, Committee Member Jesse Eschbach, Committee Member Steven Harlos, Chair of the Division of Keyboard Studies Benjamin Brand, Director of Graduate Studies in the College of Music John W. Richmond, Dean of the College of Music Victor Prybutok, Dean of the Toulouse Graduate School Marshall IV, Eldred Colonel. Conducting from the Piano: A Tradition Worth Reviving? A Study in Performance Practice: Mozart’s Piano Concerto in C minor, K. 491. Doctor of Musical Arts (Performance), May 2018, 74 pp., bibliography, 43 titles. Is conducting from the piano "real conducting?" Does one need formal orchestral conducting training in order to conduct classical-era piano concertos from the piano? Do Mozart piano concertos need a conductor? These are all questions this paper attempts to answer. Copyright 2018 by Eldred Colonel Marshall IV ii TABLE OF CONTENTS Page CHAPTER 1. INTRODUCTION: A BRIEF HISTORY OF CONDUCTING FROM THE KEYBOARD ............ 1 CHAPTER 2. WHAT IS “REAL CONDUCTING?” ................................................................................. 6 CHAPTER 3. ARE CONDUCTORS NECESSARY IN MOZART PIANO CONCERTOS? ........................... 13 Piano Concerto No. 9 in E-flat major, K. 271 “Jeunehomme” (1777) ............................... 13 Piano Concerto No. 13 in C major, K. 415 (1782) ............................................................. 23 Piano Concerto No. 20 in D minor, K. 466 (1785) ............................................................. 25 Piano Concerto No. 24 in C minor, K. -
Sett Rec Counter at No Charge
FREE GAMES The following games are available at the Sett Rec counter at no charge. You must leave a UW ID while game is in use. Sett Rec board games video games: wii Apples to Apples Bash Party Backgammon Big Brain Academy Bananagrams Degree Buzzword Carnival Games Carnival Games - MiniGolf Cards Against Humanity Mario Kart Catchphrase MX vs ATV Untamed Checkers Ninja Reflex Chess Rock Band 2 Cineplexity Super Mario Bros. Crazy Snake Game Super Smash Bros. Brawl Wii Fit Dominoes Wii Music Eurorails Wii Sports Exploding Kittens Wii Sports Resort Finish Lines Go Headbanz Imperium video games: Jenga Malarky Mastermind Xbox 360 Call of Duty: World at War Monopoly Dance Central 2* Monopoly Deal (card game) Dance Central 3* Pictionary FIFA 15* Po-Ke-No FIFA 16* Scrabble FIFA 17* Scramble Squares - Parrots FIFA Street Forza 2 Motorsport Settlers of Catan Gears of War 2 Sorry Halo 4 Super Jumbo Cards Kinect Adventures* Superfection Kinect Sports* Swap Kung Fu Panda Taboo Lego Indiana Jones Toss Up Lego Marvel Super Heroes Madden NFL 09 Uno Madden NFL 17* What Do You Meme NBA 2K13 Win, Lose or Draw NBA 2K16* Yahtzee NCAA Football 09 NCAA March Madness 07 Need for Speed - Rivals Portal 2 Ruse the Art of Deception trivial pursuit SSX 90's, Genus, Genus 5 Tony Hawk Proving Ground Winter Stars* trivial pursuit * = Works With XBox Connect cards Harry Potter Young Players Edition Upcoming Events in The Sett Program your own event at The Sett union.wisc.edu/sett-events.aspx union.wisc.edu/eventservices.htm. -
Program: Major: Conducting Degree: Master of Music (M.M.) Dept: Music
University of Central Oklahoma Graduate Catalog 2021-2022 Program: Music Dept: Music Major: Conducting College: Fine Arts & Design Degree: Master of Music (M.M.) Major Code: 1613 Music - Conducting, M.M. The Conducting major will help prepare students in the field of conducting to develop a higher level of proficiency in conducting music for instrumentalists and/or vocalists in a variety of contexts, culminating in a recital and/or special project. This major also allows individuals to pursue areas of special and related interest through elective studies. The University of Central Oklahoma is accredited by the National Association of Schools of Music (NASM). Graduate Coordinator: Dr. Sam Magrill program advisor before it can be considered official. Email: [email protected] • Academic Standards. Meet the following course work Office: MUS 220 standards: Phone: 405 - 974 - 5684 ◦ Overall GPA of 3.00 or higher. ◦ No more than 6 hours of “C”. Admission Requirements ◦ No more than six advisor-approved hours from traditional correspondence courses. Submit the following items to: • Culminating Project. Candidates in each major must Jackson College of Graduate Studies successfully complete a culminating project. Conducting 100 N. University Drive, NUC 404 majors must, under supervised preparation, conduct a Edmond, OK 73034 major work for large ensemble (band, orchestra, choir, vocal production), which will be evaluated by a committee of three • Online application for admission (www.uco.edu/graduate/). relevant members of the graduate faculty. • Official copies of undergraduate and graduate transcripts from • Comprehensive Examination. The degree candidate must at each institution attended with all degrees posted. Completion the end of study pass a comprehensive examination based of an appropriate undergraduate program (or equivalent on all previous instruction and relevant general knowledge of for international students) and demonstration of at least music. -
Exploring 3D Gestural Interfaces for Music Creation in Video Games
Exploring 3D Gestural Interfaces for Music Creation in Video Games Jared N. Bott James G. Crowley Joseph J. LaViola Jr. University of Central Florida University of Central Florida University of Central Florida School of EECS School of EECS School of EECS Orlando, Florida 32816 USA Orlando, Florida 32816 USA Orlando, Florida 32816 USA [email protected] [email protected] [email protected] ABSTRACT interest. These games offer the ability to simulate playing In recent years the popularity of music and rhythm-based music by using custom input devices designed to emulate the games has experienced tremendous growth. However almost instrument being played. Although it has been shown that all of these games require custom hardware to be used as in- such props can lead to a more immersive experience [7], these put devices, and these devices control only one or two similar input devices represent an additional investment required of instruments. In this paper we describe One Man Band, a the player. Furthermore while these games may give the prototype video game for musical expression that uses novel player the feeling of actually playing an instrument, there 3D spatial interaction techniques using accelerometer-based is almost no opportunity for individual musical expression. motion controllers. One Man Band provides users with 3D Instead, the user is relegated to using the input device to gestural interfaces to control both the timing and sound of trigger a predefined sequence of notes. Thus, most games of the music played, with both single and collaborative player the genre are more about matching rhythms than actually modes. -
1 Women Conductors: Credibility in a Male-Dominated Profession KAY LAWSON
1 Women Conductors: Credibility in a Male-Dominated Profession KAY LAWSON At one time the mere suggestion that a woman is capable and more than qualified to lead an orchestra would have brought exclamations of disbelief, perhaps even chuckles muffled behind a discreet hand to the mouth. The nineteenth-century "beau ideal" of the conductor as the musical world's flamboyant, handsome cult hero continues to prevail even today in the minds of audiences, thus making it difficult for conductors not in that mold to gain prominence. Recent attention accorded women conductors might give the impression that they are a phenomenon of the twentieth century, but this is clearly not the case. Tracing the historical path of conducting to its source, we find that modem conducting may have had its beginnings in the convent of St. Vito, a nunnery renowned for its musical performances. Bottrigari, in his publication of 1594, Il Desiderio, described a performance given there: A long table has been prepared, at one end of which is a large clavicembalo, you would see them enter one by one, quietly bringing their instruments, either stringed or wind. They all enter quietly and approach the table without making the least noise and place themselves in the proper place, and some sit, who must do so in order to use their instruments, and others remain standing. Finally, the Maestra of the concert sits down at one end of the table; and with a long, slender and well-polished wand (which was placed there ready for her, because I saw it) and when all the other sisters are clearly ready, gives them without noise, several signs to begin, and then continues by beating the measure of time which they must obey in singing and playing.' Most historical references to the earliest examples of musical leadership in dicate that a group of performers was kept together by a leader who beat time by hand or by pounding with a stick. -
Season 2016-2017
25 Season 2016-2017 Thursday, April 6, at 8:00 Friday, April 7, at 2:00 The Philadelphia Orchestra Saturday, April 8, at 8:00 Sunday, April 9, at 2:00 Yannick Nézet-Séguin Conductor Mason Bates Electronica Daniil Trifonov Piano Beethoven Overture and Finale, from The Creatures of Prometheus, Op. 43 Bates Alternative Energy I. Ford’s Farm, 1896— II. Chicago, 2012 III. Xinjiang Province, 2112 IV. Reykjavik, 2222 First Philadelphia Orchestra performances Intermission Mozart Piano Concerto No. 9 in E-flat major, K. 271 (“Jenamy”) I. Allegro II. Andantino III. Rondeau (Presto)—Menuetto (Cantabile)— Liszt Prometheus, Symphonic Poem No. 5 This program runs approximately 2 hours, 5 minutes. LiveNote™, the Orchestra’s interactive concert guide for mobile devices, will be enabled for these performances. The April 6 concert is sponsored by American Airlines. The April 7 concert is sponsored by Sarah Miller Coulson. Philadelphia Orchestra concerts are broadcast on WRTI 90.1 FM on Sunday afternoons at 1 PM. Visit WRTI.org to listen live or for more details. 27 The Philadelphia Orchestra Jessica Griffin The Philadelphia Orchestra Philadelphia is home and impact through Research. is one of the preeminent the Orchestra continues The Orchestra’s award- orchestras in the world, to discover new and winning Collaborative renowned for its distinctive inventive ways to nurture Learning programs engage sound, desired for its its relationship with its over 50,000 students, keen ability to capture the loyal patrons at its home families, and community hearts and imaginations of in the Kimmel Center, members through programs audiences, and admired for and also with those who such as PlayINs, side-by- a legacy of imagination and enjoy the Orchestra’s area sides, PopUP concerts, innovation on and off the performances at the Mann free Neighborhood concert stage. -
The Relationship of the Transformational Leadership Process and Group Mood Among Musicians and Their Effects on Artistic Quality
THE RELATIONSHIP OF THE TRANSFORMATIONAL LEADERSHIP PROCESS AND GROUP MOOD AMONG MUSICIANS AND THEIR EFFECTS ON ARTISTIC QUALITY WITHIN THE AMERICAN ORCHESTRAL ORGANIZATION By Mary Katherine Engels Elizabeth K. Crawford James A. Tucker Associate Professor Professor (Co-Chair) (Co-Chair) David W. Rausch Lee A. Harris Professor Professor (Committee Member) (Committee Member) THE RELATIONSHIP OF THE TRANSFORMATIONAL LEADERSHIP PROCESS AND THE RELATIONSHIP AMONG MUSICIANS AND THEIR EFFECTS ON ARTISTIC QUALITY WITHIN THE AMERICAN ORCHESTRAL ORGANIZATION By Mary Katherine Engels A Dissertation Submitted to the Faculty of the University of Tennessee at Chattanooga in Partial Fulfillment of the Requirements of the Doctorate of Learning and Leadership Degree The University of Tennessee at Chattanooga Chattanooga, Tennessee May 2018 ii Copyright © 2018 By Mary Katherine Engels All Rights Reserved iii ABSTRACT The desire to understand the American classical music experience and its relationship to transformational leadership is the foundational reason for this study. The experience of listening to the same orchestra under the direction of nine different conductors throughout the Chattanooga Symphony & Opera’s conductor search, led to an interest in further understanding the processes involved in the classical musical experience. There is minimal research focused on the American symphony orchestra and an acute lack of research on leadership processes within the American symphony orchestra. Examination and study of the leadership process between conductor and musician, musician group mood, and artistic quality are all considerations in understanding the classical musical experience. The research design for this study was a quantitative design using simple correlation analysis. The intent of this study was to understand how the independent and dependent variables covary, and therefore a non-experimental, associational approach was used (Gliner, Morgan, & Leech, 2009). -
DMA Conducting and Literature
DEGREE PLAN UNIVERSITY OF COLORADO, BOULDER COLLEGE OF MUSIC DOCTOR OF MUSICAL ARTS Major Field: WIND CONDUCTING AND LITERATURE REQUIREMENTS I. ACADEMIC REQUIREMENTS. As shown below, the D.M.A. degree requires 6 credits of graduate-level course work in musicology (not counting Music Bibliography) prior to enrolling in MUSC 6822 and 6 graduate credits in music theory prior to enrolling in MUSC 6801.* These preparatory academic courses do not need to be officially transferred, but they must be validated in writing by the Associate Dean for Graduate Studies before the student enrolls in 6000-level courses. Also note that Preliminary Exam requirements in musicology and theory must be completed prior to registration for 5000-level or higher courses in the respective academic disciplines. With the approval of their faculty advisory committee members, D.M.A. students may elect to take both 6000-level courses in musicology or both in music theory. credit hours Musicology course work* in preparation for MUSC 6822 (0-6) Advanced Studies in Musicology (MUSC 6822). Prerequisite: Introduction to Music 3 Bibliography and Research (MUSC 5708) or equivalent.* With instructor’s permission, a Ph.D. seminar in musicology (MUSC 7822 or MUSC 7832) may be substituted. Music Theory course work* in preparation for MUSC 6801 (0-6) Advanced Topics in Theory (MUSC 6801). Prerequisite: Introduction to Music 3 Bibliography and Research (MUSC 5708) or equivalent.* With instructor’s permission, a Ph.D. seminar in theory (MUSC 7801) may be substituted. _____ subtotal: 6 - 18 *Graduate-level course work from a master’s degree may apply. Upon the recommendation of the area faculty, these courses may be validated in writing by the Associate Dean. -
Nintendo Co., Ltd
Nintendo Co., Ltd. Financial Results Briefing for the Nine-Month Period Ended December 2008 (Briefing Date: 2009/1/30) Supplementary Information [Note] Forecasts announced by Nintendo Co., Ltd. herein are prepared based on management's assumptions with information available at this time and therefore involve known and unknown risks and uncertainties. Please note such risks and uncertainties may cause the actual results to be materially different from the forecasts (earnings forecast, dividend forecast and other forecasts). Nintendo Co., Ltd. Consolidated Statements of Income Transition million yen FY3/2005 FY3/2006 FY3/2007 FY3/2008 FY3/2009 Apr.-Dec.'04 Apr.-Dec.'05 Apr.-Dec.'06 Apr.-Dec.'07 Apr.-Dec.'08 Net sales 419,373 412,339 712,589 1,316,434 1,536,348 Cost of sales 232,495 237,322 411,862 761,944 851,283 Gross margin 186,877 175,017 300,727 554,489 685,065 (Gross margin ratio) (44.6%) (42.4%) (42.2%) (42.1%) (44.6%) Selling, general, and administrative expenses 83,771 92,233 133,093 160,453 183,734 Operating income 103,106 82,783 167,633 394,036 501,330 (Operating income ratio) (24.6%) (20.1%) (23.5%) (29.9%) (32.6%) Other income 15,229 64,268 53,793 37,789 28,295 (of which foreign exchange gains) (4,778) (45,226) (26,069) (143) ( - ) Other expenses 2,976 357 714 995 177,137 (of which foreign exchange losses) ( - ) ( - ) ( - ) ( - ) (174,233) Income before income taxes and extraordinary items 115,359 146,694 220,713 430,830 352,488 (Income before income taxes and extraordinary items ratio) (27.5%) (35.6%) (31.0%) (32.7%) (22.9%) Extraordinary gains 1,433 6,888 1,047 3,830 98 Extraordinary losses 1,865 255 27 2,135 6,171 Income before income taxes and minority interests 114,927 153,327 221,734 432,525 346,415 Income taxes 47,260 61,176 89,847 173,679 133,856 Minority interests -91 -34 -29 -83 35 Net income 67,757 92,185 131,916 258,929 212,524 (Net income ratio) (16.2%) (22.4%) (18.5%) (19.7%) (13.8%) - 1 - Nintendo Co., Ltd. -
Alignment to AASL's Standards for the 21St Century Learner
Game Profile: Game Title: Wii Music ESRB Rating: E (Everyone) Genre: Simulation Grades: K-12 Peripherals Required: 1- 4 Wii Remotes and 1-4 Wii Nunchucks Peripherals Optional: Wii Balance Board Number of Players: 1- 4 Cooperative Multiplayer Game Summary: In Wii Music, the player uses both motions and button presses on the Wii Remote and Nunchuck to control a band of up to four Miis. Unlike other music games, Wii Music does not require the player to press specific buttons at certain times but only requires the player to move the Wii Remote and Nunchuck as if he or she were playing the instruments. Sixty-six playable instruments are available in the single and multiplayer modes, including the violin, cowbell, clarinet, harmonica, piano, guitar, trumpet, harp, shamisen, maracas, sitar and marimba, as well as unconventional instruments such as dog and cat sounds and pseudo doo-wop vocals. In addition, the Wii Balance Board can be utilized to play the drums. Wii Music features 52 songs that consist of a combination of Classical and Traditional songs, 7 songs from Nintendo games and 15 licensed songs. Alignment to AASL’s Standards for the 21st Century Learner: 1.1.9 Collaborate with others to arrange and create music within specified guidelines of the game engine. 3.2.3 Demonstrate teamwork by working to perform on a variety of traditional and nontraditional instruments with others on a diverse repertoire of music. 4.1.5 Learners will relate their critical assertions about Wii Music to its aesthetic, structural, acoustic and psychological qualities. Students will use concepts based on the structure of Wii Music’s content and context to relate music to other broad areas of knowledge. -
Mm Conducting 2020-2021
MASTER OF MUSIC IN CONDUCTING Silent Advisor 2020 – 2021 Orchestral Conductors Credits Minimum 10 credits to include the following: Conducting: Seminar in 501 2-4 Orchestral Conducting Directed Performance in 502 2 Orchestral Conducting Seminar in Choral Conducting 505 2-4 Additional SMTD Requirements Aural Skills for Conductors 510 minimum 4 Music Theory (500 level) – 3 credits credits Musicology (500 level) – 3 credits Music Theory or Musicology (500 level) – 3 credits Performance (426 or above) – 4 credits Choral Conductors Credits Conducting: Seminar in 501 1 term Ensemble – 545 (Univ Orch), 547 (Univ Band), Orchestral Conducting 549 (Univ Choir), 550 (Chamber Choir), or 470 Seminar in Choral Conducting 505 4 terms (Orpheus Singers) elected each term Directed Performance in 506 2 Choral Conducting Aural Skills for Conductors 510 2 terms Final Project – Conducting project consisting of two Voicelit: Teaching of Voice 519 2 or more conducting appearances, one of which must be with a School of Music, Theatre & Dance major ensemble. Other appearances may be with non-major ensembles or ad hoc ensembles Band/Wind Conductors Credits Conducting: Seminar in 503 2-4 Band and Wind Ensemble Conducting Minimum Total Credits Required: 32 Directed Performance in 504 2 Band and Wind Conducting Seminar in Choral Conducting 505 2-4 Aural Skills for Conductors 510 minimum 4 credits This term layout is provided as a guideline only. The sequence of elections and credits may vary based on individual circumstances. For more specific information, see an