The Origins of the Musical Staff
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19Th Century Writing Activity: Pen &
Lesson Plan: #NoyesArtatHome 19th Century Writing Activity: Pen & Ink Activity based on letters on display in the Noyes Museum’s Estell Empire Exhibition For ages 12 & up Experience with cursive* writing not necessary Assistance from an adult would be helpful. Overview: Round Hand Script: This was the dominant cursive* writing style among 19th century writing “masters,” whose An account book from John Estell’s general store models were engraved on metal. Letters Circa 1836 – 1837 sloped to the right, and thick lines were © Collection of Stockton University produced on the downstrokes using a flexible, straight-edged (not pointed) pen nib (tip). Thin lines were made by using the corner of the nib. Round hand included decorative swirls referred to as “command of hand.” Copperplate: This type of writing was made with a flexible, pointed metal pen. Copperplate script differs from round hand in the gradual swelling of the broad strokes on curved forms and the narrowness of the backstrokes of b, e, and o. Definitions from Britannica.com: https://www.britannica.com/topic/black-letter Project Description: This lesson provides a brief overview of handwriting in the 19th century and a hands-on writing activity. First, paint with a teabag to make “old” looking paper. To write, use a quill** pen with black ink or watered-down paint, or a marker. Try to read and copy the example of 19th century writing. Can you write your own name, or a whole letter to a friend? Supplies: 8.5 x 11” piece of paper A tea bag; preferably a darker tea such as black tea (Lipton, Red Rose) A watercolor brush Your choice of: a quill** pen and black ink, watered-down black paint with a fine-tipped brush, or a black marker (for example: Crayola – “broad line” or Sharpie – “fine point,” the newer, the better) *Cursive writing is a style of writing in which all of the letters in a word are connected. -
Quill Pen and Nut Ink
Children of Early Appalachia Quill Pen and Nut Ink Grades 3 and up Early writing tools were made from materials people could find or easily make themselves. Children used a slate with chalk and stone to write lessons at schools. They also practiced drawing and writing with a stick in dirt. Penny pencils for slates were available at general stores. Paper was purchased at stores too. Before the invention of pencils and pens, children used carved twigs or goose-quill pens made by the teacher. Ink was made at home from various ingredients (berries, nuts, roots, and soot) and brought to school. Good penmanship was highly valued but difficult to attain. Objective: Students will make pen and ink from natural materials and try writing with these old- fashioned tools. Materials: Pen: feathers, sharp scissors or a pen knife (Peacock or pheasant feathers make wonderful pens, but any large feather from a goose or turkey works well too.) Ink: 10 walnut shells, water, vinegar, salt, hammer, old cloth, saucepan, small jar with lid, strainer. (After using the homemade ink, students make like to continue practicing writing with the quill, so you may want to provide a bottle of manufactured ink for further quill writings.) Plan: Pen: Cut off the end of the feather at a slant. Then cut a narrow slit at the point of the pen. Ink: 1. Crush the shells in cloth with a hammer. 2. Put shells in saucepan with 1 cup of water. Bring to a boil, and then simmer for 45 minutes or until dark brown. -
Pitt Artist Pen Calligraphy !
Pitt Artist Pen Calligraphy ! A new forest project in Colombia secures the livelihoods of small farmers and the Faber-Castell stands for quality wood supply for Faber-Castell – a unique environment protection programme, Founded in 1761, Faber-Castell is one of the world’s oldest industrial companies and is now in certified by the UN. the hands of the eighth generation of the same family. Today it is represented in more than With a socially exemplary and sustainable reforestation project in Colombia, Faber-Castell con- 120 countries. Faber-Castell has its own production sites in nine countries and sales companies tinues to reinforce its leading role as a climate-neutral company. On almost 2,000 hectares of in 23 countries worldwide. Faber-Castell is the world’s leading manufacturer of wood-cased pencils, grassland along the Rio Magdalena in Colombia, small farmers are planting tree seedlings for fu- producing over 2000 million black-lead and colour pencils per year. Its leading position on the ture pencil production. The fast-growing forests not only provide excellent erosion protection for international market is due to its traditional commitment to the highest quality and also the large this region plagued by overgrazing and flooding, they are also a reliable source of income for the number of product innovations. farmers living in modest circumstances, who are paid for forest maintenance and benefit from the Its Art & Graphic range allows Faber-Castell to enjoy a great reputation among artists and hobby proceeds from the timber. The environmental project was one of the first in the world to be certi- painters. -
Plainchant Tradition*
Some Observations on the "Germanic" Plainchant Tradition* By Alexander Blachly Anyone examining the various notational systems according to which medieval scribes committed the plainchant repertory to written form must be impressed both by the obvious relatedness of the systems and by their differences. There are three main categories: the neumatic notations from the ninth, tenth, and eleventh centuries (written without a staff and incapable, therefore, of indicating precise pitches);1 the quadratic nota tion in use in Italy, Spain, France, and England-the "Romanic" lands from the twelfth century on (this is the "traditional" plainchant notation, written usually on a four-line staff and found also in most twentieth century printed books, e.g., Liber usualis, Antiphonale monasticum, Graduale Romanum); and the several types of Germanic notation that use a staff but retain many of the features of their neumatic ancestors. The second and third categories descended from the first. The staffless neumatic notations that transmit the Gregorian repertory in ninth-, tenth-, and eleventh-century sources, though unlike one another in some important respects, have long been recognized as transmitting the same corpus of melodies. Indeed, the high degree of concordance between manuscripts that are widely separated by time and place is one of the most remarkable aspects the plainchant tradition. As the oldest method of notating chant we know,2 neumatic notation compels detailed study; and the degree to which the neumatic manuscripts agree not only • I would like to thank Kenneth Levy, Alejandro Plan chart, and Norman Smith for reading this article prior to publication and for making useful suggestions for its improve ment. -
Gregorian Chant
GREGORIAN CHANT GREGORIAN CHANT A TEXTBOOK FOR SEMINARIES, NOVITIATES AND SECONDARY SCHOOLS by REV. ANDREW F. KLARMANN Published by GREGORIAN INSTITUTE OF AMERICA TOLEDO, OHIO Imprimatur *MOST REV. THOMAS E. MOLLOY, S.T.D. Bishop of Brooklyn Nihil Obstat REV. JOHN F. DONOVAN Censor Librorum JANUARY 27, 1945 Desclee and Company of Tournai, Belgium, has granted permission to the author to use the rhythmic marks in this textbook. COPYRIGHT, 1945. BY GREGORIAN INSTITUTE PRINTED IN U.S.A. ALL RIGHTS RESERVED Dedicated to MOST REVEREND THOMAS E. MOLLOY BISHOP OF BROOKLYN FOREWORD In the following pages Father Klarmann presents a clear, orderly, systematic treatment of liturgical chant. At the very beginning of his treatise he provides an explanation of certain fundamental terms, such as notation, signs, rhythm, chant structure, etc., which is very serviceable in preparing the reader for the fuller development of the general theme in the sub- sequent chapters of this book. With the same thought and purpose the author more particu- larly gives an early definition of the chief subject of discussion, namely, chant, which he defines, in the usually accepted sense, as liturgical music in the form of plain song, which is monophonic, unaccompanied and free in rhythm. Very interestingly also chant structure is explained. The author then proceeds to record the his- torical development of chant at least in its salient features. It is readily understood of course that the Infant Church could not promote a notable advancement in liturgical music during the period of ruthless persecution. And still it seems quite certain that even in the catacombs hymns were used in connection with religious worship. -
Penmanship Activity Pack
A Day in a One-Room Schoolhouse Marathon County Historical Society Living History Learning Project Penmanship Lesson Activity Packet For Virtual Visits Project Coordinators: Anna Chilsen Straub & Sandy Block Mary Forer: Executive Director (Rev. 6/2020) Note to Participants This packet contains information students can use to prepare for an off-site experience of a one-room school. They may be used by classroom teachers to approximate the experience without traveling to the Little Red Schoolhouse. They are available here for students who might be unable to attend in person for any reason. In addition, these materials may be used by anyone interested in remembering or exploring educational experiences from more than a century ago. The usual lessons at the Little Red Schoolhouse in Marathon Park are taught by retired local school teachers and employees of the Marathon County Historical Society in Wausau, Wisconsin. A full set of lessons has been video-recorded and posted to our YouTube channel, which you can access along with PDFs of accompanying materials through the Little Red Schoolhouse page on our website. These PDFs may be printed for personal or classroom educational purposes only. If you have any questions, please call the Marathon County Historical Society office at 715-842-5750 and leave a message for Anna or Sandy, or email Sandy at [email protected]. On-Site Schoolhouse Daily Schedule 9:00 am Arrival Time. If you attended the Schoolhouse in person, the teacher would ring the bell to signal children to line up in two lines, boys and girls, in front of the door. -
Memory, Music, Epistemology, and the Emergence of Gregorian Chant As Corporate Knowledge
University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Masters Theses Graduate School 12-2012 "Sing to the Lord a new song": Memory, Music, Epistemology, and the Emergence of Gregorian Chant as Corporate Knowledge Jordan Timothy Ray Baker [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_gradthes Part of the Epistemology Commons, Medieval Studies Commons, and the Musicology Commons Recommended Citation Baker, Jordan Timothy Ray, ""Sing to the Lord a new song": Memory, Music, Epistemology, and the Emergence of Gregorian Chant as Corporate Knowledge. " Master's Thesis, University of Tennessee, 2012. https://trace.tennessee.edu/utk_gradthes/1360 This Thesis is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Masters Theses by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a thesis written by Jordan Timothy Ray Baker entitled ""Sing to the Lord a new song": Memory, Music, Epistemology, and the Emergence of Gregorian Chant as Corporate Knowledge." I have examined the final electronic copy of this thesis for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Master of Music, with a major in Music. Rachel M. Golden, Major Professor We have read this thesis and recommend its acceptance: -
The History of the Ballpoint Pen
89 | Ezra’s Archives My Utilitarian Chinese Memento: The History of the Ballpoint Pen Robert Schur Made in China For all intents and purposes, my three-week sojourn through China should have given me an appreciation for the Chinese people and their culture, a more thorough understanding of life under a Communist regime, and perhaps some knowledge of handy Chinese phrases. Indeed, I left the country with all of those things, but I also found myself fascinated with the most mundane of souvenirs: the ballpoint pen, particularly the one that I acquired while studying at Zhejiang University in Hangzhou, China, during a trip with fifty other Cornell students sponsored by Cornell University and the Chinese government. When we arrived for our orientation, we found each place set with an array of official University and government forms. Next to these stacks of paper rested green triangular ballpoint pens filled with blue ink, sporting retractable points, each emblazoned with the university’s name, phone number and website. Considering my at-best-rudimentary Chinese language skills, this pen proved quite handy, as I would have been at a loss to ask a hotel clerk or cashier to borrow one. Beyond this small bit of good fortune, I thought little of the pen as I carried it in my pocket throughout the trip until I was making notes on a lecture by one Dr. Wu Xiaobo about the Chinese economy. As he detailed the various aspects of China’s post-Mao era economic reforms, he informed us that 80 percent of all of the world’s pens are made in China, and 70 percent of The History of the Ballpoint Pen | 90 worldwide pen components are made in a particular district, the name of which my sloppy handwriting ironically rendered unintelligible.1 While the veracity of Chinese economic statistics has been hotly contested recently, and reliable data on Chinese ballpoint pen manufacturing data is all but nonexistent, Wu’s remarks nonetheless made me reconsider the oft-overlooked history of the pen that I held in my hands, just one of the billions of ballpoints across the world. -
2Music of the Middle Ages
M usic of the Middle Ages 2Elizabeth Kramer 2.1 OBJECTIVES 1. Demonstrate knowledge of historical and cultural contexts of the Middle Ages 2. Recognize musical styles of the Middle Ages 3. Identify important genres and uses of music of the Middle Ages 4. Identify aurally, selected compositions of the Middle Ages and critically evaluate its style 5. Compare and contrast music of the Middle Ages with today’s contemporary music 2.2 KEY TERMS AND INDIVIDUALS • a cappella • drone • Alfonso the Wise • gothic • bubonic plague • Guillaume de Machaut • cadence • Hildegard of Bingen • cathedrals • hymn • Catholic Church • mass • chant • melisma • classical Greece and Rome • Middle Ages (450-1400 CE) • clergy • nobility • commoners • Perotin • courtly love • polyphony • courts • Pope • Crusades • Pythagoras Page | 34 UNDERSTANDING MUSIC MUSIC OF THE MIDDLE AGES • refrain • syllabic • rhythm according to the text • university • Roman Empire (27 BCE – 476 CE) • vernacular literatures • song • verse • strophes • Virgin Mary 2.3 INTRODUCTION AND HISTORICAL CONTEXT 2.3.1 Musical Timeline Events in History Events in Music 2nd millennia BCE: First Hebrew Psalms are written 7th Century BCE: Ancient Greeks and Romans use music for entertainment and religious rites 6th Century BCE: Pythagoras and his experi- ments with acoustics From the 1st Century CE: Spread of Christianity through the Roman Empire 4th Century BCE: Plato and Aristotle write 4th Century CE: Founding of the monastic about music movement in Christianity c. 400 CE: St Augustine writes about church c. 450 CE: Fall of Rome music 4th – 9th Century CE: Development/Codification of Christian Chant c. 800 CE: First experiments in Western Music 11th Century CE: Rise of Feudalism & the Three Estates 11th Century CE: Guido of Arezzo refines of mu- 11th Century: Growth of Marian Culture sic notation and development of solfège 1088 CE: Founding of the University of Bolo- gna 12th Century CE: Hildegard of Bingen writes c. -
A Conductor's Guide to the Music of Hildegard Von
A CONDUCTOR’S GUIDE TO THE MUSIC OF HILDEGARD VON BINGEN by Katie Gardiner Submitted to the faculty of the Jacobs School of Music in partial fulfillment of the requirements for the degree, Doctor of Music, Indiana University July 2021 Accepted by the faculty of the Indiana University Jacobs School of Music, in partial fulfillment of the requirements for the degree Doctor of Music Doctoral Committee ______________________________________ Carolann Buff, Research Director and Chair ______________________________________ Christopher Albanese ______________________________________ Giuliano Di Bacco ______________________________________ Dominick DiOrio June 17, 2021 ii Copyright © 2021 Katie Gardiner iii For Jeff iv Acknowledgements I would like to acknowledge with gratitude the following scholars and organizations for their contributions to this document: Vera U.G. Scherr; Bart Demuyt, Ann Kelders, and the Alamire Foundation; the Librarian Staff at the Cook Music Library at Indiana University; Brian Carroll and the Indiana University Press; Rebecca Bain; Nathan Campbell, Beverly Lomer, and the International Society of Hildegard von Bingen Studies; Benjamin Bagby; Barbara Newman; Marianne Pfau; Jennifer Bain; Timothy McGee; Peter van Poucke; Christopher Page; Martin Mayer and the RheinMain Hochschule Library; and Luca Ricossa. I would additionally like to express my appreciation for my colleagues at the Jacobs School of Muisc, and my thanks to my beloved family for their fierce and unwavering support. I am deeply grateful to my professors at Indiana University, particularly the committee members who contributed their time and expertise to the creation of this document: Carolann Buff, Christopher Albanese, Giuliano Di Bacco, and Dominick DiOrio. A special debt of gratitude is owed to Carolann Buff for being a supportive mentor and a formidable editor, and whose passion for this music has been an inspiration throughout this process. -
Mathias Bielitz Sind Die Denkfiguren Leonin Und Sein Magnus Liber
Mathias Bielitz Sind die Denkfiguren Leonin und sein Magnus Liber selbst Denkfiguren? Alle Rechte bei HeiDok 2011 Sind die Denkfiguren Leonin und sein Magnus liber“ ” selbst Denkfiguren? von Mathias Bielitz HeiDok Heidelberg 3. M¨arz 2011 Difficile est satiram non scribere I Zur oral traditionalit¨at der ND-Organa, Neuestes zum uralten Topos 1 Der von v. Uxk¨ ull¨ beschriebene Effekt, daß das Suchbild das Merkbild vernich- tet, die, hier, musikhistorische Wirklichkeit durch das vorgegebene Programm bzw. den vorgegebenen Topos v¨ollig verdeckt wird, daß also die Anpassung an die Forderungen der Mode ein Verstehen der Wirklichkeit nicht mehr zul¨aßt, zeigt exemplarisch die Arbeit von J. Gross, Chanter en polyphonie `aNˆotre Dˆame de Paris aux 12 e et 13 e si`ecles, worin der Autor neben der Zusam- menfassung bekannter Umst¨ande d a s an den mehr als zweistimmigen orga- na untersucht, was man, cum grano salis, als Symmetrien bezeichnen k¨onnte, also Teilwiederholungen, sei es in einer Stimme, sei es durch mehrere Stim- men, also alles, was nicht sozusagen allein durch Befolgung der Kp-Regeln an Stimmfuhrung¨ der Zusatzstimmen entsteht (weil dabei naturlich¨ immer Alter- nativen bestehen, wird man trivialerweise besonders auff¨allige symmetrische“ ” Bildungen heranziehen; es gibt gewisse Freiheitsgrade — und auftretende Dis- sonanzen etc. —, die zeigen, daß manchmal der Wille zur linearen Sinnhaftig- keit auch die kontrapunktischen1 Regeln verletzen konnte bzw. mußte). Den 1Verf. ist sich bewußt, hier keinen zeitgen¨ossischen Begriff zu verwenden; der gemeinte Sachverhalt soll aufgerufen werden durch diesen hier metatheoretisch gebrauchten Aus- druck: Auch die Klangschrittlehre hat stringente Vorschriften, gegen die verstoßen werden kann — z. -
Guido of Arezzo and His Influence on Music Learning
Musical Offerings Volume 3 Number 1 Spring 2012 Article 4 2012 Guido of Arezzo and His Influence on Music Learning Anna J. Reisenweaver Cedarville University, [email protected] Follow this and additional works at: https://digitalcommons.cedarville.edu/musicalofferings Part of the Musicology Commons, Music Pedagogy Commons, and the Music Practice Commons DigitalCommons@Cedarville provides a publication platform for fully open access journals, which means that all articles are available on the Internet to all users immediately upon publication. However, the opinions and sentiments expressed by the authors of articles published in our journals do not necessarily indicate the endorsement or reflect the views of DigitalCommons@Cedarville, the Centennial Library, or Cedarville University and its employees. The authors are solely responsible for the content of their work. Please address questions to [email protected]. Recommended Citation Reisenweaver, Anna J. (2012) "Guido of Arezzo and His Influence on Music Learning," Musical Offerings: Vol. 3 : No. 1 , Article 4. DOI: 10.15385/jmo.2012.3.1.4 Available at: https://digitalcommons.cedarville.edu/musicalofferings/vol3/iss1/4 Guido of Arezzo and His Influence on Music Learning Document Type Article Abstract Throughout the history of Western music, Guido of Arezzo stands out as one of the most influential theorists and pedagogues of the Middle Ages. His developments of the hexachord system, solmization syllables, and music notation revolutionized the teaching and learning of music during his time and laid the foundation for our modern system of music. While previous theorists were interested in the philosophical and mathematical nature of music, Guido’s desire to aid singers in the learning process was practical.