The Engineering Aspects of Music by Dr
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Virtual Musical Field Trip with Maestro Andrew Crust
YOUR PASSPORT TO A VIRTUAL MUSICAL FIELD TRIP WITH MAESTRO ANDREW CRUST Premier Education Partner Za The Conductor Today, you met Andrew Crust, the Vancouver Symphony Orchestra’s Assistant Conductor. He joined the VSO this season in September of 2019. He grew up in Kansas City, and his main instrument is the trumpet. He studied music education and conducting, and has worked with orchestras in Canada, the United States, Italy, Germany, the Czech Republic, Chile, and many other exotic places. The conductor keeps the orchestra in time and together. The conductor serves as a messenger for the composer. It is their responsibility to understand the music and convey it through movements so clearly that the musicians in the orchestra understand it perfectly. Those musicians can then send a unified vision of the music out to the audience. Conductors usually beat time with their right hand. This leaves their left hand free to show the various instruments when they have entries (when they start playing) or to show them to play louder or softer. Most conductors have a stick called a “baton”. It makes it easier for people at the back of large orchestras or choirs to see the beat. Other conductors prefer not to use a baton. A conductor stands on a small platform called a “rostrum”. To be a good conductor is not easy. It is not just a question of giving a steady beat. A good conductor has to know the music extremely well so that they can hear any wrong notes. They need to be able to imagine exactly the sound they want the orchestra to make. -
Intraoral Pressure in Ethnic Wind Instruments
Intraoral Pressure in Ethnic Wind Instruments Clinton F. Goss Westport, CT, USA. Email: [email protected] ARTICLE INFORMATION ABSTRACT Initially published online: High intraoral pressure generated when playing some wind instruments has been December 20, 2012 linked to a variety of health issues. Prior research has focused on Western Revised: August 21, 2013 classical instruments, but no work has been published on ethnic wind instruments. This study measured intraoral pressure when playing six classes of This work is licensed under the ethnic wind instruments (N = 149): Native American flutes (n = 71) and smaller Creative Commons Attribution- samples of ethnic duct flutes, reed instruments, reedpipes, overtone whistles, and Noncommercial 3.0 license. overtone flutes. Results are presented in the context of a survey of prior studies, This work has not been peer providing a composite view of the intraoral pressure requirements of a broad reviewed. range of wind instruments. Mean intraoral pressure was 8.37 mBar across all ethnic wind instruments and 5.21 ± 2.16 mBar for Native American flutes. The range of pressure in Native American flutes closely matches pressure reported in Keywords: Intraoral pressure; Native other studies for normal speech, and the maximum intraoral pressure, 20.55 American flute; mBar, is below the highest subglottal pressure reported in other studies during Wind instruments; singing. Results show that ethnic wind instruments, with the exception of ethnic Velopharyngeal incompetency reed instruments, have generally lower intraoral pressure requirements than (VPI); Intraocular pressure (IOP) Western classical wind instruments. This implies a lower risk of the health issues related to high intraoral pressure. -
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. -
A Study of the Effects of Playing a Wind Instrument on the Occlusion
A study of the effects of playing a wind instrument on the occlusion By Mr. Ektor Grammatopoulos BDS, MFDS RCPSG A thesis submitted to the faculty of Medicine and Dentistry of the University of Birmingham for the degree of Master of Philosophy Department of Orthodontics The Dental School St. Chad’s Queensway Birmingham B4 6NN December 2009 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. Abstract Objectives To investigate the effects of playing a wind instrument on the occlusion. Subjects and method This was a cross-sectional observational study. One hundred and seventy professional musicians were selected from twenty-one classical orchestras and organisations. The subjects were subdivided according to the type of instrument mouthpiece and included thirty-two large cup-shaped mouthpiece brass players (group A.L), forty-two small cup- shaped mouthpiece brass players (group A.S), thirty-seven single reed mouthpiece woodwind players (group B) and fifty-nine string and percussion instrument players (control group). Impressions were taken for each subject and various parameters were assessed from the study casts. Statistical analysis was undertaken for interval variables with one-way analysis of variance and for categorical variables with Chi-square tests. -
The Brass Family
Music 3rd-5th p. 1 Name ____________________________________________________ Class __________________________________ UNDERSTANDING MUSIC: THE BRASS FAMILY Ferndale 3rd-5th Elementary Music: Lesson 2 Paper Supplement DIRECTIONS: If you have online access, please refer to the lesson available at the following link. https://sway.office.com/TRcYkCJvbVYhllB5?ref=Link The online lessons provide more thorough and engaging examples of the concepts and activities. However, if you do not have online access, we want to be sure that students still receive the same information. Please read over the following lesson and complete the activities below with your child as best you can. Students using the online version can choose between the online “Exit Ticket,” the paper activities provided, or both. LESSON REVIEW: In the first lesson, we talked about three different music classes you might find down the road when you go to middle school: Choir, Band and String Orchestra. We showed you how instruments are grouped into four different families. The groups are called "families" because all the instruments in that group share some things in common. Today, we'd like to take a closer look at the brass family. If you have a chance to choose an instrument in middle school, you'll definitely need to know about the brass instruments. We want you to make an informed decision! So, we want you to know... How do the brass instruments make their sounds? How are they different from each other? Which brass instrument do you like the best? THE BRASS FAMILY: The Brass Family consists of 4 main instruments and are considered the muscle of the band. -
Tcm 492 Book
Musical Instruments _______________________________________________More About Music The String Family The string family of instruments includes stringed instruments that can make sounds using one of two methods. Method 1: The sound is produced by moving a bow across the strings. The violin, viola, cello, and string bass produce sound in this way. Bowed Strings Method 2: The sound is produced by plucking the strings. The guitar, banjo, and harp are some of the stringed instruments that produce sound in this way. Plucked Strings ©Teacher Created Resources, Inc. 103 #492 Focus on Composers Musical Instruments _______________________________________________More About Music The Keyboard Family Keyboards are instruments mat use a keyboard in some way to make sound. Some keyboard instruments make their sound when a key is pressed down and moves a small device called a plectrum that plucks the string. Harpsichords and spinets produce sound in this way. Electronic organs and electric pianos are widely used in many of the music styles of today. Electronic keyboard instruments produce a wide variety of sounds and special effects. keyboard harpsichord One of the most popular instruments makes its sound when a key is pressed down and a soft “hammer” hits the string or strings. This instrument is the piano. piano #492 Focus on Composers 104 ©Teacher Created Resources, Inc. Musical Instruments _______________________________________________More About Music The Woodwind Family Woodwinds are one of two families of wind instruments. Woodwind instruments were so named because they originally were made out of wood and were played by blowing into them. In modern times, not all woodwinds are made out of wood, but they are still played by blowing. -
The Composer's Guide to the Tuba
THE COMPOSER’S GUIDE TO THE TUBA: CREATING A NEW RESOURCE ON THE CAPABILITIES OF THE TUBA FAMILY Aaron Michael Hynds A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF MUSICAL ARTS August 2019 Committee: David Saltzman, Advisor Marco Nardone Graduate Faculty Representative Mikel Kuehn Andrew Pelletier © 2019 Aaron Michael Hynds All Rights Reserved iii ABSTRACT David Saltzman, Advisor The solo repertoire of the tuba and euphonium has grown exponentially since the middle of the 20th century, due in large part to the pioneering work of several artist-performers on those instruments. These performers sought out and collaborated directly with composers, helping to produce works that sensibly and musically used the tuba and euphonium. However, not every composer who wishes to write for the tuba and euphonium has access to world-class tubists and euphonists, and the body of available literature concerning the capabilities of the tuba family is both small in number and lacking in comprehensiveness. This document seeks to remedy this situation by producing a comprehensive and accessible guide on the capabilities of the tuba family. An analysis of the currently-available materials concerning the tuba family will give direction on the structure and content of this new guide, as will the dissemination of a survey to the North American composition community. The end result, the Composer’s Guide to the Tuba, is a practical, accessible, and composer-centric guide to the modern capabilities of the tuba family of instruments. iv To Sara and Dad, who both kept me going with their never-ending love. -
The Bells, Clock and Carillon of Worcester Cathedral
The bells, clock and carillon of Worcester Cathedral. Statement of Significance General overview The whole ensemble of clock, carillon and bells (these since recast) was very much a great Victorian showpiece - a wonder of the age. It cost £5000 (£566,000 today) and was paid for by the Earl of Dudley. It was a hugely ambitious project - a co-ordinated inter-disciplinary scheme (new bells, clock and carillon all at the same time) and on an impressively large scale. Everything was done to the very highest technical standards of the time - taking advantage of the latest innovations and at the same time breaking new ground in applying skills and knowledge to create an installation on a scale not previously contemplated or realised. Installed as part of the great Victorian restoration of the Cathedral which took place chiefly between 1864 and 1874, the clock and bells scheme (with the carillon as an afterthought) was the brainchild of Canon Richard Cattley. Cattley who undertook the fund-raising also steered the whole project through from inception to completion, drawing on the expertise of the leading authorities of the day and working with experienced and innovative bellfounders and clockmakers best qualified to undertake such a challenging commission. The professionals and advisers involved were A E Perkins, the Cathedral Surveyor responsible for the tower restoration between 1863-9 and Sir Edmund Beckett Denison (later known as Lord Grimthorpe) who was regarded as the great expert on clocks and bells The principal contractors and suppliers -
A New History of the Carillon
A New History of the Carillon TIFFANY K. NG Rombouts, Luc. Singing Bronze: A History of Carillon Music. Translated by Com- municationwise. Leuven: Leuven University Press, 2014, 368 pp. HE CARILLON IS HIDDEN IN plain sight: the instrument and its players cannot be found performing in concert halls, yet while carillonneurs and Tkeyboards are invisible, their towers provide a musical soundscape and focal point for over six hundred cities, neighborhoods, campuses, and parks in Europe, North America, and beyond. The carillon, a keyboard instrument of at least two octaves of precisely tuned bronze bells, played from a mechanical- action keyboard and pedalboard, and usually concealed in a tower, has not received a comprehensive historical treatment since André Lehr’s The Art of the Carillon in the Low Countries (1991). A Dutch bellfounder and campanologist, Lehr contributed a positivist history that was far-ranging and thorough. In 1998, Alain Corbin’s important study Village Bells: Sound and Meaning in the Nineteenth-Century French Countryside (translated from the 1994 French original) approached the broader field of campanology as a history of the senses.1 Belgian carillonneur and musicologist Luc Rombouts has now compiled his extensive knowledge of carillon history in the Netherlands, Belgium, and the United States, as well as of less visible carillon cultures from Curaçao to Japan, into Singing Bronze: A History of Carillon Music, the most valuable scholarly account of the instrument to date. Rombouts’s original Dutch book, Zingend Brons (Leuven: Davidsfonds, 2010), is the more comprehensive version of the two, directed at a general readership in the Low Countries familiar with carillon music, and at carillonneurs and music scholars. -
Bellfounders.Pdf
| ============================================================== | ============================================================== | | | | | | TERMS OF USE | | | | | CARILLONS OF THE WORLD | The PDF files which constitute the online edition of this | | --------- -- --- ----- | publication are subject to the following terms of use: | | | (1) Only the copy of each file which is resident on the | | | GCNA Website is sharable. That copy is subject to revision | | Privately published on behalf of the | at any time without prior notice to anyone. | | World Carillon Federation and its member societies | (2) A visitor to the GCNA Website may download any of the | | | available PDF files to that individual's personal computer | | by | via a Web browser solely for viewing and optionally for | | | printing at most one copy of each page. | | Carl Scott Zimmerman | (3) A file copy so downloaded may not be further repro- | | Chairman of the former | duced or distributed in any manner, except as incidental to | | Special Committee on Tower and Carillon Statistics, | the course of regularly scheduled backups of the disk on | | The Guild of Carillonneurs in North America | which it temporarily resides. In particular, it may not be | | | subject to file sharing over a network. | | ------------------------------------------------------- | (4) A print copy so made may not be further reproduced. | | | | | Online Edition (a set of Portable Document Format files) | | | | CONTENTS | | Copyright November 2007 by Carl Scott Zimmerman | | | | The main purpose of this publication is to identify and | | All rights reserved. No part of this publication may | describe all of the traditional carillons in the world. But | | be reproduced, stored in a retrieval system, or trans- | it also covers electrified carillons, chimes, rings, zvons | | mitted, in any form other than its original, or by any | and other instruments or collections of 8 or more tower bells | | means (electronic, photographic, xerographic, recording | (even if not in a tower), and other significant tower bells. -
The Laguardia Bell Tower Carillon
The LaGuardia Bell Tower Carillon By Frank Angel Although the LaGuardia Tower has housed a carillon from the very first days it opened its doors, details about the original carillon are sketchy at best. About the only thing we know is that is was a manual operation with the bells struck by hand. A carillonneur had to go up to the tower and manually strike the bells. There is no record of who manufactured it or any details of the original design or how many bells were used. Only a cork-covered "sounding" room which housed the system and a few rusted tubular bells are all that remain of that first instrument which indicate that it may only have been able to play the simple Westminster, four note melody. How it was played, how often or by whom, remains a mystery. The first automated carillon capable of playing a double octave of notes and full melodies on campus was installed circa 1959 in the LaGuardia Tower by the Schulmerich Carillon Company of Pennsylvania. It consisted of eight tuned sounding rods which struck the familiar Westminster melody sequence on the quarter hours as well as striking the hour. The entire clockworks were driven by electro-mechanical components -- a mass of metal rods, pins, relays and motors. Except for the occasional mechanical failure, it was used on a daily basis for nearly twenty years. In 1986, the 17-year- old Schulmerich instrument broke down beyond repair. The carillon and the LaGuardia Tower with its blue-lighted belfry and amber turret lights had long become a cherished fixture of campus life, while the LaGuardia Tower and gold Dome had become the very symbol of Brooklyn College.