Frequency Ratios and the Perception of Tone Patterns
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Absolute and Relative Pitch Processing in the Human Brain: Neural and Behavioral Evidence
bioRxiv preprint doi: https://doi.org/10.1101/526541; this version posted March 18, 2019. The copyright holder for this preprint (which was not certified by peer review) is the author/funder, who has granted bioRxiv a license to display the preprint in perpetuity. It is made available under aCC-BY 4.0 International license. Absolute and relative pitch processing in the human brain: Neural and behavioral evidence Simon Leipold a, Christian Brauchli a, Marielle Greber a, Lutz Jäncke a, b, c Author Affiliations a Division Neuropsychology, Department of Psychology, University of Zurich, 8050 Zurich, Switzerland b University Research Priority Program (URPP), Dynamics of Healthy Aging, University of Zurich, 8050 Zurich, Switzerland c Department of Special Education, King Abdulaziz University, 21589 Jeddah, Kingdom of Saudi Arabia Corresponding Authors Simon Leipold Binzmühlestrasse 14, Box 25 CH-8050 Zürich Switzerland [email protected] Lutz Jäncke Binzmühlestrasse 14, Box 25 CH-8050 Zürich Switzerland [email protected] Keywords Absolute Pitch, Multivariate Pattern Analysis, Neural Efficiency, Pitch Processing, fMRI Acknowledgements This work was supported by the Swiss National Science Foundation (SNSF), grant no. 320030_163149 to LJ. We thank our research interns Anna Speckert, Chantal Oderbolz, Désirée Yamada, Fabian Demuth, Florence Bernays, Joëlle Albrecht, Kathrin Baur, Laura Keller, Marilena Wilding, Melek Haçan, Nicole Hedinger, Pascal Misala, Petra Meier, Sarah Appenzeller, Tenzin Dotschung, Valerie Hungerbühler, Vanessa Vallesi, -
TUNING JUDGMENTS 1 1 2 3 4 Does Tuning Influence Aesthetic
TUNING JUDGMENTS 1 1 2 3 4 5 Does Tuning Influence Aesthetic Judgments of Music? Investigating the Generalizability 6 of Absolute Intonation Ability 7 8 Stephen C. Van Hedger 1 2 and Huda Khudhair 1 9 10 11 1 Department of Psychology, Huron University College at Western 12 2 Department of Psychology & Brain and Mind Institute, University of Western Ontario 13 14 15 16 17 18 19 20 Author Note 21 Word Count (Main Body): 7,535 22 Number of Tables: 2 23 Number of Figures: 2 24 We have no known conflict of interests to disclose. 25 All materials and data associated with this manuscript can be accessed via Open Science 26 Framework (https://osf.io/zjcvd/) 27 Correspondences should be sent to: 28 Stephen C. Van Hedger, Department of Psychology, Huron University College at Western: 1349 29 Western Road, London, ON, N6G 1H3 Canada [email protected] 30 31 32 TUNING JUDGMENTS 2 1 Abstract 2 Listening to music is an enjoyable activity for most individuals, yet the musical factors that relate 3 to aesthetic experiences are not completely understood. In the present paper, we investigate 4 whether the absolute tuning of music implicitly influences listener evaluations of music, as well 5 as whether listeners can explicitly categorize musical sounds as “in tune” versus “out of tune” 6 based on conventional tuning standards. In Experiment 1, participants rated unfamiliar musical 7 excerpts, which were either tuned conventionally or unconventionally, in terms of liking, interest, 8 and unusualness. In Experiment 2, participants were asked to explicitly judge whether several 9 types of musical sounds (isolated notes, chords, scales, and short excerpts) were “in tune” or 10 “out of tune.” The results suggest that the absolute tuning of music has no influence on listener 11 evaluations of music (Experiment 1), and these null results are likely caused, in part, by an 12 inability for listeners to explicitly differentiate in-tune from out-of-tune musical excerpts 13 (Experiment 2). -
The 17-Tone Puzzle — and the Neo-Medieval Key That Unlocks It
The 17-tone Puzzle — And the Neo-medieval Key That Unlocks It by George Secor A Grave Misunderstanding The 17 division of the octave has to be one of the most misunderstood alternative tuning systems available to the microtonal experimenter. In comparison with divisions such as 19, 22, and 31, it has two major advantages: not only are its fifths better in tune, but it is also more manageable, considering its very reasonable number of tones per octave. A third advantage becomes apparent immediately upon hearing diatonic melodies played in it, one note at a time: 17 is wonderful for melody, outshining both the twelve-tone equal temperament (12-ET) and the Pythagorean tuning in this respect. The most serious problem becomes apparent when we discover that diatonic harmony in this system sounds highly dissonant, considerably more so than is the case with either 12-ET or the Pythagorean tuning, on which we were hoping to improve. Without any further thought, most experimenters thus consign the 17-tone system to the discard pile, confident in the knowledge that there are, after all, much better alternatives available. My own thinking about 17 started in exactly this way. In 1976, having been a microtonal experimenter for thirteen years, I went on record, dismissing 17-ET in only a couple of sentences: The 17-tone equal temperament is of questionable harmonic utility. If you try it, I doubt you’ll stay with it for long.1 Since that time I have become aware of some things which have caused me to change my opinion completely. -
Philosophy of Music Education
University of New Hampshire University of New Hampshire Scholars' Repository Honors Theses and Capstones Student Scholarship Spring 2017 Philosophy of Music Education Mary Elizabeth Barba Follow this and additional works at: https://scholars.unh.edu/honors Part of the Music Education Commons, and the Music Pedagogy Commons Recommended Citation Barba, Mary Elizabeth, "Philosophy of Music Education" (2017). Honors Theses and Capstones. 322. https://scholars.unh.edu/honors/322 This Senior Honors Thesis is brought to you for free and open access by the Student Scholarship at University of New Hampshire Scholars' Repository. It has been accepted for inclusion in Honors Theses and Capstones by an authorized administrator of University of New Hampshire Scholars' Repository. For more information, please contact [email protected]. Philosophy of Music Education Mary Barba Dr. David Upham December 9, 2016 Barba 1 Philosophy of Music Education A philosophy of music education refers to the value of music, the value of teaching music, and how to practically utilize those values in the music classroom. Bennet Reimer, a renowned music education philosopher, wrote the following, regarding the value of studying the philosophy of music education: “To the degree we can present a convincing explanation of the nature of the art of music and the value of music in the lives of people, to that degree we can present a convincing picture of the nature of music education and its value for human life.”1 In this thesis, I will explore the philosophies of Emile Jacques-Dalcroze, Carl Orff, Zoltán Kodály, Bennett Reimer, and David Elliott, and suggest practical applications of their philosophies in the orchestral classroom, especially in the context of ear training and improvisation. -
The Lost Harmonic Law of the Bible
The Lost Harmonic Law of the Bible Jay Kappraff New Jersey Institute of Technology Newark, NJ 07102 Email: [email protected] Abstract The ethnomusicologist Ernest McClain has shown that metaphors based on the musical scale appear throughout the great sacred and philosophical works of the ancient world. This paper will present an introduction to McClain’s harmonic system and how it sheds light on the Old Testament. 1. Introduction Forty years ago the ethnomusicologist Ernest McClain began to study musical metaphors that appeared in the great sacred and philosophical works of the ancient world. These included the Rg Veda, the dialogues of Plato, and most recently, the Old and New Testaments. I have described his harmonic system and referred to many of his papers and books in my book, Beyond Measure (World Scientific; 2001). Apart from its value in providing new meaning to ancient texts, McClain’s harmonic analysis provides valuable insight into musical theory and mathematics both ancient and modern. 2. Musical Fundamentals Figure 1. Tone circle as a Single-wheeled Chariot of the Sun (Rg Veda) Figure 2. The piano has 88 keys spanning seven octaves and twelve musical fifths. The chromatic musical scale has twelve tones, or semitone intervals, which may be pictured on the face of a clock or along the zodiac referred to in the Rg Veda as the “Single-wheeled Chariot of the Sun.” shown in Fig. 1, with the fundamental tone placed atop the tone circle and associated in ancient sacred texts with “Deity.” The tones are denoted by the first seven letters of the alphabet augmented and diminished by and sharps ( ) and flats (b). -
Absolute Pitch (AP)
Absolute Pitch (AP) • A.k.a. ‘perfect pitch’ • The ability to name or produce a tone without a reference tone • Very rare: 1 in 10,000 Vs. Relative pitch (RP) • Most people use relative pitch: • Recognizing tones relative to other tones • Remember and produce intervals abstracted from specific pitch, or given a reference pitch AP: how it works • Thought to be a labeling process: – AP possessors associate names/ meaning with pitches or pitch classes – Retain this association over time • AP is not ‘perfect’; i.e., auditory perception/ pitch discrimination not more accurate than RP Imaging evidence • When making judgments using AP: • possessors compared to non- possessors show more activation in frontal naming/labeling areas • Anatomically, AP possessors show greater planum temporale asymmetry – Apparently due to reduced RH PT size AP ‘flavors’ • AP not purely ‘have’ or ‘have-not; ability level varies along continuum • Some possessors make more accurate judgments with certain instruments – e.g. piano vs. pure sine wave tones – Sometimes called ‘absolute piano’ AP ‘flavors’ cont’d • Other possessors may perform more accurately with white-key notes than black-key notes – E.g. C,D,E vs. C#, D# • May be due to early learning influence – Early musical training on keyboard usually starts with white-key notes only • So, is AP learned? Learnable? Nature vs. Nurture, of course • The debate continues: – Some researchers ascribe genetic origins to AP, suspecting that early musical training is neither sufficient nor necessary – Others find most possessors -
Introduction to GNU Octave
Introduction to GNU Octave Hubert Selhofer, revised by Marcel Oliver updated to current Octave version by Thomas L. Scofield 2008/08/16 line 1 1 0.8 0.6 0.4 0.2 0 -0.2 -0.4 8 6 4 2 -8 -6 0 -4 -2 -2 0 -4 2 4 -6 6 8 -8 Contents 1 Basics 2 1.1 What is Octave? ........................... 2 1.2 Help! . 2 1.3 Input conventions . 3 1.4 Variables and standard operations . 3 2 Vector and matrix operations 4 2.1 Vectors . 4 2.2 Matrices . 4 1 2.3 Basic matrix arithmetic . 5 2.4 Element-wise operations . 5 2.5 Indexing and slicing . 6 2.6 Solving linear systems of equations . 7 2.7 Inverses, decompositions, eigenvalues . 7 2.8 Testing for zero elements . 8 3 Control structures 8 3.1 Functions . 8 3.2 Global variables . 9 3.3 Loops . 9 3.4 Branching . 9 3.5 Functions of functions . 10 3.6 Efficiency considerations . 10 3.7 Input and output . 11 4 Graphics 11 4.1 2D graphics . 11 4.2 3D graphics: . 12 4.3 Commands for 2D and 3D graphics . 13 5 Exercises 13 5.1 Linear algebra . 13 5.2 Timing . 14 5.3 Stability functions of BDF-integrators . 14 5.4 3D plot . 15 5.5 Hilbert matrix . 15 5.6 Least square fit of a straight line . 16 5.7 Trapezoidal rule . 16 1 Basics 1.1 What is Octave? Octave is an interactive programming language specifically suited for vectoriz- able numerical calculations. -
Intervals and Transposition
CHAPTER 3 Intervals and Transposition Interval Augmented and Simple Intervals TOPICS Octave Diminished Intervals Tuning Systems Unison Enharmonic Intervals Melodic Intervals Perfect, Major, and Minor Tritone Harmonic Intervals Intervals Inversion of Intervals Transposition Consonance and Dissonance Compound Intervals IMPORTANT Tone combinations are classifi ed in music with names that identify the pitch relationships. CONCEPTS Learning to recognize these combinations by both eye and ear is a skill fundamental to basic musicianship. Although many different tone combinations occur in music, the most basic pairing of pitches is the interval. An interval is the relationship in pitch between two tones. Intervals are named by the Intervals number of diatonic notes (notes with different letter names) that can be contained within them. For example, the whole step G to A contains only two diatonic notes (G and A) and is called a second. Figure 3.1 & ww w w Second 1 – 2 The following fi gure shows all the numbers within an octave used to identify intervals: Figure 3.2 w w & w w w w 1ww w2w w3 w4 w5 w6 w7 w8 Notice that the interval numbers shown in Figure 3.2 correspond to the scale degree numbers for the major scale. 55 3711_ben01877_Ch03pp55-72.indd 55 4/10/08 3:57:29 PM The term octave refers to the number 8, its interval number. Figure 3.3 w œ œ w & œ œ œ œ Octavew =2345678=œ1 œ w8 The interval numbered “1” (two notes of the same pitch) is called a unison. Figure 3.4 & 1 =w Unisonw The intervals that include the tonic (keynote) and the fourth and fi fth scale degrees of a Perfect, Major, and major scale are called perfect. -
The Devil's Interval by Jerry Tachoir
Sound Enhanced Hear the music example in the Members Only section of the PAS Web site at www.pas.org The Devil’s Interval BY JERRY TACHOIR he natural progression from consonance to dissonance and ii7 chords. In other words, Dm7 to G7 can now be A-flat m7 to resolution helps make music interesting and satisfying. G7, and both can resolve to either a C or a G-flat. Using the TMusic would be extremely bland without the use of disso- other dominant chord, D-flat (with the basic ii7 to V7 of A-flat nance. Imagine a world of parallel thirds and sixths and no dis- m7 to D-flat 7), we can substitute the other relative ii7 chord, sonance/resolution. creating the progression Dm7 to D-flat 7 which, again, can re- The prime interval requiring resolution is the tritone—an solve to either a C or a G-flat. augmented 4th or diminished 5th. Known in the early church Here are all the possibilities (Note: enharmonic spellings as the “Devil’s interval,” tritones were actually prohibited in of- were used to simplify the spelling of some chords—e.g., B in- ficial church music. Imagine Bach’s struggle to take music stead of C-flat): through its normal progression of tonic, subdominant, domi- nant, and back to tonic without the use of this interval. Dm7 G7 C Dm7 G7 Gb The tritone is the characteristic interval of all dominant bw chords, created by the “guide tones,” or the 3rd and 7th. The 4 ˙ ˙ w ˙ ˙ tritone interval can be resolved in two types of contrary motion: &4˙ ˙ w ˙ ˙ bbw one in which both notes move in by half steps, and one in which ˙ ˙ w ˙ ˙ b w both notes move out by half steps. -
Supplement to the Executive Order of the Director of Emergency Services Declaring the Existence of a Local Emergency
DocuSign Envelope ID: 182BFB2E-2690-4482-B76A-CFCA7DB5494C TWENTY-NINTH SUPPLEMENT TO THE EXECUTIVE ORDER OF THE DIRECTOR OF EMERGENCY SERVICES DECLARING THE EXISTENCE OF A LOCAL EMERGENCY WHEREAS international, national, state, and local health and governmental authorities are responding to an outbreak of respiratory disease caused by a novel coronavirus named “SARS-CoV-2,” and the disease it causes has been named “coronavirus disease 2019,” abbreviated COVID-19, (“COVID-19”); and WHEREAS, on March 4, 2020, the Los Angeles County Board of Supervisors and Department of Public Health declared a local emergency and local public health emergency to aid the regional healthcare and governmental community in responding to COVID-19; and WHEREAS, on March 4, 2020, the Governor of the State of California declared a state of emergency to make additional resources available, formalize emergency actions already underway across multiple state agencies and departments, and help the State prepare for broader spread of COVID-19; and WHEREAS, on March 12, 2020, in response to social distancing guidance issued by the Centers for Disease Control and Prevention, the California Department of Public Health, and the Los Angeles County Department of Public Health, the City of Santa Monica (“the City”) cancelled all social gatherings (events, activities, programs, and gatherings) in City facilities that were scheduled to occur through permit or license between March 12, 2020, and March 31, 2020, absent a persuasive showing by the permittee or licensee that the -
Ninth, Eleventh and Thirteenth Chords Ninth, Eleventh and Thirteen Chords Sometimes Referred to As Chords with 'Extensions', I.E
Ninth, Eleventh and Thirteenth chords Ninth, Eleventh and Thirteen chords sometimes referred to as chords with 'extensions', i.e. extending the seventh chord to include tones that are stacking the interval of a third above the basic chord tones. These chords with upper extensions occur mostly on the V chord. The ninth chord is sometimes viewed as superimposing the vii7 chord on top of the V7 chord. The combination of the two chord creates a ninth chord. In major keys the ninth of the dominant ninth chord is a whole step above the root (plus octaves) w w w w w & c w w w C major: V7 vii7 V9 G7 Bm7b5 G9 ? c ∑ ∑ ∑ In the minor keys the ninth of the dominant ninth chord is a half step above the root (plus octaves). In chord symbols it is referred to as a b9, i.e. E7b9. The 'flat' terminology is use to indicate that the ninth is lowered compared to the major key version of the dominant ninth chord. Note that in many keys, the ninth is not literally a flatted note but might be a natural. 4 w w w & #w #w #w A minor: V7 vii7 V9 E7 G#dim7 E7b9 ? ∑ ∑ ∑ The dominant ninth usually resolves to I and the ninth often resolves down in parallel motion with the seventh of the chord. 7 ˙ ˙ ˙ ˙ & ˙ ˙ #˙ ˙ C major: V9 I A minor: V9 i G9 C E7b9 Am ˙ ˙ ˙ ˙ ˙ ? ˙ ˙ The dominant ninth chord is often used in a II-V-I chord progression where the II chord˙ and the I chord are both seventh chords and the V chord is a incomplete ninth with the fifth omitted. -
Boris's Bells, by Way of Schubert and Others
Boris's Bells, By Way of Schubert and Others Mark DeVoto We define "bell chords" as different dominant-seventh chords whose roots are separated by multiples of interval 3, the minor third. The sobriquet derives from the most famous such pair of harmonies, the alternating D7 and AI? that constitute the entire harmonic substance of the first thirty-eight measures of scene 2 of the Prologue in Musorgsky's opera Boris Godunov (1874) (example O. Example 1: Paradigm of the Boris Godunov bell succession: AJ,7-D7. A~7 D7 '~~&gl n'IO D>: y 7 G: y7 The Boris bell chords are an early milestone in the history of nonfunctional harmony; yet the two harmonies, considered individually, are ofcourse abso lutely functional in classical contexts. This essay traces some ofthe historical antecedents of the bell chords as well as their developing descendants. Dominant Harmony The dominant-seventh chord is rightly recognized as the most unambiguous of the essential tonal resources in classical harmonic progression, and the V7-1 progression is the strongest means of moving harmony forward in immediate musical time. To put it another way, the expectation of tonic harmony to follow a dominant-seventh sonority is a principal component of forehearing; we assume, in our ordinary and long-tested experience oftonal music, that the tonic function will follow the dominant-seventh function and be fortified by it. So familiar is this everyday phenomenon that it hardly needs to be stated; we need mention it here only to assert the contrary case, namely, that the dominant-seventh function followed by something else introduces the element of the unexpected.