The Singing Guitar Program the Song That I Came to Sing Craig Hella
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Falsetto Head Voice Tips to Develop Head Voice
Volume 1 Issue 27 September 04, 2012 Mike Blackwood, Bill Wiard, Editors CALENDAR Current Songs (Not necessarily “new”) Goodnight Sweetheart, Goodnight Spiritual Medley Home on the Range You Raise Me Up Just in Time Question: What’s the difference between head voice and falsetto? (Contunued) Answer: Falsetto Notice the word "falsetto" contains the word "false!" That's exactly what it is - a false impression of the female voice. This occurs when a man who is naturally a baritone or bass attempts to imitate a female's voice. The sound is usually higher pitched than the singer's normal singing voice. The falsetto tone produced has a head voice type quality, but is not head voice. Falsetto is the lightest form of vocal production that the human voice can make. It has limited strength, tones, and dynamics. Oftentimes when singing falsetto, your voice may break, jump, or have an airy sound because the vocal cords are not completely closed. Head Voice Head voice is singing in which the upper range of the voice is used. It's a natural high pitch that flows evenly and completely. It's called head voice or "head register" because the singer actually feels the vibrations of the sung notes in their head. When singing in head voice, the vocal cords are closed and the voice tone is pure. The singer is able to choose any dynamic level he wants while singing. Unlike falsetto, head voice gives a connected sound and creates a smoother harmony. Tips to Develop Head Voice If you want to have a smooth tone and develop a head voice singing talent, you can practice closing the gap with breathing techniques on every note. -
CS Lewis on Death
Volume 1 Issue 2 Article 4 January 1971 Farewell to Shadowlands: C.S. Lewis on Death Kathryn Lindskoog Follow this and additional works at: https://dc.swosu.edu/mythpro Part of the English Language and Literature Commons Recommended Citation Lindskoog, Kathryn (1971) "Farewell to Shadowlands: C.S. Lewis on Death," Mythcon Proceedings: Vol. 1 : Iss. 2 , Article 4. Available at: https://dc.swosu.edu/mythpro/vol1/iss2/4 This Article is brought to you for free and open access by the Mythopoeic Society at SWOSU Digital Commons. It has been accepted for inclusion in Mythcon Proceedings by an authorized editor of SWOSU Digital Commons. An ADA compliant document is available upon request. For more information, please contact [email protected]. Mythcon 51: The Mythic, the Fantastic, and the Alien Albuquerque, New Mexico • Postponed to: July 30 – August 2, 2021 Abstract Examines death as portrayed in many of Lewis’s fictional and apologetic writings, and particularly in the Chronicles of Narnia. Discusses Lewis’s attitudes toward his own impending death as expressed to friends and his brother Warren. Keywords Lewis, C.S.—Attitude toward death This article is available in Mythcon Proceedings: https://dc.swosu.edu/mythpro/vol1/iss2/4 Lindskoog: Farewell to Shadowlands: C.S. Lewis on Death suooestion has been made14 that the Nine corresponded to the nine 4. JJJ 383 planets. These would be Mercury, Venus, the Earth, the Hoon, S. III 456 Mars, Jupiter, Saturn, Uranus, Neptune. Pluto •as probably not 6. I 472 known to the astronomers of the Second AQe; Neptune is not 7. -
Leading Congregational Singing Song/Hymn Leading Is an Important
Leading Congregational Singing LEADING AS A VOCALIST - Joyce Poley DEVELOPING A STYLE Song/hymn leading is an important skill that can make an enormous difference to the way a congregation sings. If the song leader is primarily a vocalist, there are a number of qualities that are important for success: having enthusiasm for singing; being able to establish a good rapport with the congregation; being comfortable with your own voice; having accurate pitch and a pleasing vocal quality; being excited about introducing new ideas and repertoire. These attributes will help ensure a good singing experience for both the leader and the congregation. Song/hymn leaders use a variety of approaches when leading the congregation, and no single approach or style is “right”. What is important is to develop a style that is unique to your own personality and comfort level. The following are some things to consider: • Energy & enthusiasm Probably nothing affects your success as a song leader as much as your own energy and enthusiasm. People respond to those who love what they do; enthusiasm truly is contagious. Those who already enjoy singing will simply become even more enthusiastic; those who are more reluctant, or feel they can’t sing, will want to be a part of all this positive energy. The more encouragement they get from the leader, the better they will sing. The better they sing, the more confident they become, and the more willing to try new things. Enjoy yourself and be at ease, and they will journey almost any distance with you into the music. -
I Sing Because I'm Free‖: Developing a Systematic Vocal Pedagogy For
―I Sing Because I‘m Free‖: Developing a Systematic Vocal Pedagogy for the Modern Gospel Singer D. M. A. Document Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Musical Arts in the Graduate School of The Ohio State University By Crystal Yvonne Sellers Graduate Program in Music The Ohio State University 2009 Dissertation Committee: Loretta Robinson, Advisor Karen Peeler C. Patrick Woliver Copyright by Crystal Yvonne Sellers 2009 Abstract ―I Sing Because I‘m Free‖: Developing a Systematic Vocal Pedagogy for the Modern Gospel Singer With roots in the early songs and Spirituals of the African American slave, and influenced by American Jazz and Blues, Gospel music holds a significant place in the music history of the United States. Whether as a choral or solo composition, Gospel music is accompanied song, and its rhythms, textures, and vocal styles have become infused into most of today‘s popular music, as well as in much of the music of the evangelical Christian church. For well over a century voice teachers and voice scientists have studied thoroughly the Classical singing voice. The past fifty years have seen an explosion of research aimed at understanding Classical singing vocal function, ways of building efficient and flexible Classical singing voices, and maintaining vocal health care; more recently these studies have been extended to Pop and Musical Theater voices. Surprisingly, to date almost no studies have been done on the voice of the Gospel singer. Despite its growth in popularity, a thorough exploration of the vocal requirements of singing Gospel, developed through years of unique tradition and by hundreds of noted Gospel artists, is virtually non-existent. -
Singing Transcription from Polyphonic Music Using Melody Contour Filtering
applied sciences Article Singing Transcription from Polyphonic Music Using Melody Contour Filtering Zhuang He and Yin Feng * Department of Artificial Intelligence, Xiamen University, Xiamen 361000, China; [email protected] * Correspondence: [email protected] Abstract: Automatic singing transcription and analysis from polyphonic music records are essential in a number of indexing techniques for computational auditory scenes. To obtain a note-level sequence in this work, we divide the singing transcription task into two subtasks: melody extraction and note transcription. We construct a salience function in terms of harmonic and rhythmic similarity and a measurement of spectral balance. Central to our proposed method is the measurement of melody contours, which are calculated using edge searching based on their continuity properties. We calculate the mean contour salience by separating melody analysis from the adjacent breakpoint connective strength matrix, and we select the final melody contour to determine MIDI notes. This unique method, combining audio signals with image edge analysis, provides a more interpretable analysis platform for continuous singing signals. Experimental analysis using Music Information Retrieval Evaluation Exchange (MIREX) datasets shows that our technique achieves promising results both for audio melody extraction and polyphonic singing transcription. Keywords: singing transcription; audio signal analysis; melody contour; audio melody extraction; music information retrieval Citation: He, Z.; Feng, Y. Singing Transcription from Polyphonic Music 1. Introduction Using Melody Contour Filtering. The task of singing transcription from polyphonic music has always been worthy Appl. Sci. 2021, 11, 5913. https:// of research, and it represents one of the most difficult challenges when analyzing audio doi.org/10.3390/app11135913 information and retrieving music content. -
Gordon Giltrap BIOGRAPHY
Gordon Giltrap BIOGRAPHY Over the past forty years, Gordon Giltrap has graced the music business with his dedication to his craft and his affection for his audience. As one of the UK's most respected guitarists, he has consistently proved the adage that respect cannot be bought. It must be earned. Gordon was born on 6 April 1948, at the British Home for Mothers and Babies in Brenchley, Kent. The son of a labourer, he grew up in an austere but protective community of terraced houses in Deptford, south-east London. His obsession with stringed instruments began nine years later, when a friend turned up at the house with an out-of-tune Spanish guitar. Keen to encourage his new hobby, his parents bought him a plastic ukulele with a picture of Elvis on the headstock, then a Martin Coletti archtop jazz guitar with a sunburst finish and a brown canvas case. Without a teacher to guide him and just a set of pitch pipes and a book entitled “First Steps” he taught himself how to tune the instrument and finger basic chords. A familiar story I’m sure you have heard before from many of the guitar legends around today! Gordon joined his first band when barely in his teens, and relished the opportunity to play songs by his idols - Cliff Richard, The Shadows and The Everly Brothers. He set his sights on Art College, but bowed to his father's insistence that he learn "a trade", and grafted his way through a series of unrewarding jobs. Gordon unwittingly taught himself a hybrid technique of plectrum and little finger, but in doing so, created the individual sound that is still his trademark. -
Rd., Urbana, Ill. 61801 (Stock 37882; $1.50, Non-Member; $1.35, Member) JOURNAL CIT Arizona English Bulletin; V15 N1 Entire Issue October 1972
DOCUMENT RESUME ED 091 691 CS 201 266 AUTHOR Donelson, Ken, Ed. TITLE Science Fiction in the English Class. INSTITUTION Arizona English Teachers Association, Tempe. PUB DATE Oct 72 NOTE 124p. AVAILABLE FROMKen Donelson, Ed., Arizona English Bulletin, English Dept., Ariz. State Univ., Tempe, Ariz. 85281 ($1.50); National Council of Teachers of English, 1111 Kenyon Rd., Urbana, Ill. 61801 (Stock 37882; $1.50, non-member; $1.35, member) JOURNAL CIT Arizona English Bulletin; v15 n1 Entire Issue October 1972 EDRS PRICE MF-$0.75 HC-$5.40 PLUS POSTAGE DESCRIPTORS Booklists; Class Activities; *English Instruction; *Instructional Materials; Junior High Schools; Reading Materials; *Science Fiction; Secondary Education; Teaching Guides; *Teaching Techniques IDENTIFIERS Heinlein (Robert) ABSTRACT This volume contains suggestions, reading lists, and instructional materials designed for the classroom teacher planning a unit or course on science fiction. Topics covered include "The Study of Science Fiction: Is 'Future' Worth the Time?" "Yesterday and Tomorrow: A Study of the Utopian and Dystopian Vision," "Shaping Tomorrow, Today--A Rationale for the Teaching of Science Fiction," "Personalized Playmaking: A Contribution of Television to the Classroom," "Science Fiction Selection for Jr. High," "The Possible Gods: Religion in Science Fiction," "Science Fiction for Fun and Profit," "The Sexual Politics of Robert A. Heinlein," "Short Films and Science Fiction," "Of What Use: Science Fiction in the Junior High School," "Science Fiction and Films about the Future," "Three Monthly Escapes," "The Science Fiction Film," "Sociology in Adolescent Science Fiction," "Using Old Radio Programs to Teach Science Fiction," "'What's a Heaven for ?' or; Science Fiction in the Junior High School," "A Sampler of Science Fiction for Junior High," "Popular Literature: Matrix of Science Fiction," and "Out in Third Field with Robert A. -
Full Issue 2016 (Volume 10)
Inklings Forever: Published Colloquium Proceedings 1997-2016 Volume 10 A Collection of Essays Presented at the Tenth Frances White Ewbank Colloquium on Article 54 C.S. Lewis & Friends 6-5-2016 Full Issue 2016 (Volume 10) Follow this and additional works at: https://pillars.taylor.edu/inklings_forever Part of the English Language and Literature Commons, History Commons, Philosophy Commons, and the Religion Commons Recommended Citation (2016) "Full Issue 2016 (Volume 10)," Inklings Forever: Published Colloquium Proceedings 1997-2016: Vol. 10 , Article 54. Available at: https://pillars.taylor.edu/inklings_forever/vol10/iss1/54 This Full Issue is brought to you for free and open access by the Center for the Study of C.S. Lewis & Friends at Pillars at Taylor University. It has been accepted for inclusion in Inklings Forever: Published Colloquium Proceedings 1997-2016 by an authorized editor of Pillars at Taylor University. For more information, please contact [email protected]. Full Issue 2016 (Volume 10) Cover Page Footnote This file is not paginated the same as the print journal. Contact [email protected] if you need additional pagination information. This full issue is available in Inklings Forever: Published Colloquium Proceedings 1997-2016: https://pillars.taylor.edu/inklings_forever/vol10/iss1/54 Inklings Forever, Volume X Proceedings from the Frances White Ewbank Colloquium on C. S. Lewis and Friends Joe Ricke and Rick Hill, Editors Copyright © 2017 Taylor University Winged Lion Press Hamden, CT All rights reserved. Except in the case of quotations embodied in critical articles or reviews, no part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage or retrieval system, without written permission of the publisher. -
Custom Book List
Custom Book List School: Your District Name Goes Here MANAGEMENT BOOK AUTHOR LEXILE® POINTS WORD COUNT "A" Is for Abigail Cheney, Lynne 1030 3 2,655 10 Boldest Explorers, The Scholastic 1020 6 8,908 10 Coolest Wonders Of The Univ Samuel, Nigel 1020 6 8,662 10 Deadliest Sea Creatures, Th Scholastic 1010 6 6,976 10 Greatest 21st Century Innov Fielder, Scott 1070 6 7,718 10 Greatest Hoop Heroes, The Scholastic 1040 6 8,968 10 Greatest Movies From Books Scholastic 1010 6 8,503 10 Greatest Pop Stars, The Scholastic 1010 6 8,215 10 Greatest Spies, The Scholastic 1010 6 8,030 10 Greatest Sports Dynasties Katz, Ben 1060 6 8,111 10 Greatest Sports Showdowns Downey, Glen 1010 6 8,525 10 Greatest Threats To Earth, Reaume, Christopher 1080 6 8,974 10 Hottest Hollywood Cars, The Downey, Glen 1010 6 8,584 10 Mightiest Rivers, The Junyk, Myra 1040 6 8,703 10 Most Amazing Migrations, Th Booth, Jack 1010 6 8,630 10 Most Amazing Skyscrapers Scholastic 1100 6 8,263 10 Most Daring Escapes, The Derby, Katy 1030 6 8,134 10 Most Destructive Ecosystem Cheung, Lisa 1020 6 8,222 10 Most Endangered Animals, Th Winter, Barbara 1040 6 8,474 10 Most Enduring Fashion Trend Hurley, Trish 1010 6 7,761 10 Most Extraordinary Cities Koh, Frederick 1010 6 9,486 10 Most Extraordinary Medical Scholastic 1040 6 7,635 10 Most Extreme Fighting Style Scholastic 1010 6 7,710 10 Most Extreme Jobs, The Downey, Glen 1050 6 8,922 10 Most Fascinating Phenomena Scholastic 1090 6 8,434 10 Most Important Amendments Altobello, Albert 1030 6 8,795 10 Most Incredible Landforms Lambert, Mark -
Singers Success Path
Singers Success Path Stage 1: Discover Your Potential In this stage you’ll get a greater understanding of your voice. You’ll see how your past singing experiences have shaped your current thoughts and feelings about your voice. Most importantly, you’ll discover your vocal type and start doing singing exercises tailored for your vocal type. You’ll begin to see your true potential as a singer as you’re experiencing new and exciting progress in your voice. Your minimum achievement is: You will better understand your voice and how to improve it. You will sing higher with greater ease, improved tone quality and strength. You’ll believe in new possibilities for your voice! Stage 2: Conquer the Bridge If you’re in this stage, you have a better understanding of your voice. You’ve discovered your vocal type and are starting to sing from low to high notes with a connected tone. You’re excited about the new possibilities for your voice. Now you’re ready to learn about the key to great singing, the vocal bridge. Understanding your vocal bridge will begin a transformation in your singing and your life. Your minimum achievement is: You will know where the first bridge is in your voice. You’ll be able to sing through the first bridge with a connected tone without breaking or cracking. You’ll discover your middle or mix voice. Stage 3: Eliminate Vocal Weaknesses You know all about the first vocal bridge and you’re beginning to sing with a connected tone from chest to head voice. -
The Conducting Manual of the Basic Music Course
B A S I C M U S I C C O U R S E CONDUCTING COURSE THE CONDUCTING MANUAL OF THE BASIC MUSIC COURSE Copyright © 1992 The Church of Jesus Christ of Latter-day Saints All Rights Reserved Printed in the United States of America Published by The Church of Jesus Christ of Latter-day Saints Salt Lake City, Utah 31241 5/92 CONTENTS Introduction to the Basic Music Course......1 Pickup Beats...........................................38 Some Tips on Conducting.........................63 Advice to Students ......................................3 The Cutoff between Verses Interpreting Hymns....................................64 in Hymns with Pickup Beats..................39 Learning about Beats and Rhythm .............4 Sight Singing .............................................65 Fermatas ................................................40 Counting the Beats .....................................6 Cutoff: Review.........................................41 Guidelines for Teachers.............................67 The Time Signature ....................................7 Dotted Notes ..........................................42 How to Set Up Basic Time and Tempo ........................................8 Music Course Programs .......................67 Hymns with Dotted Notes .......................43 The Downbeat.............................................9 In Stakes ..............................................67 The Two-beat Pattern................................44 Notes and Rhythm ....................................10 In Wards ..............................................67 -
The Renaissance Period (1400 – 1600) a Cappella: the Golden Age
General Music Cycle 7 Mr. Hamilton Period 3A The Renaissance Period (1400 – 1600) Renaissance means rebirth. This period saw a rebirth in knowledge. The Renaissance was turning from God to man. Science and the arts were becoming more important. Christopher Columbus discovered America and Michelangelo was painting the Sistine Chapel. William Shakespeare was writing his famous plays. Secular music is non-religious music and it was becoming more popular during this time. There was a rise in instrumental music and dance music, too. Johannes Gutenberg invented the printing press during the Renaissance. Some people consider the printing press to be the most important contribution to civilization in the last one thousand years! The printing press allowed documents to be printed quickly. Before the Renaissance, documents had to be copied by hand. One of the most famous persons from the Renaissance was Leonardo da Vinci. He was known as a Renaissance man because he could do many things well. He was a painter, architect, inventor, scientist, poet, musician, and teacher. A Cappella: The Golden Age of Singing This was the golden age of the a cappella style. That means that singers sang without instruments. At this point in history, vocal music was still more important than instrumental music. Madrigals were popular during the Renaissance. These song forms were performed in groups of four, five, or six singers. A madrigal is secular music. This is non-religious music. Madrigals were usually love songs. Religious music was still very important. Choral music of the Renaissance was an extension of the Gregorian chant. It was sung a cappella and sung in Latin.