Sangita Kalanidhi-Elect Sanjay Subrahmanyan's Acceptance
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1 Syllabus for MA (Previous) Hindustani Music Vocal/Instrumental
Syllabus for M.A. (Previous) Hindustani Music Vocal/Instrumental (Sitar, Sarod, Guitar, Violin, Santoor) SEMESTER-I Core Course – 1 Theory Credit - 4 Theory : 70 Internal Assessment : 30 Maximum Marks : 100 Historical and Theoretical Study of Ragas 70 Marks A. Historical Study of the following Ragas from the period of Sangeet Ratnakar onwards to modern times i) Gaul/Gaud iv) Kanhada ii) Bhairav v) Malhar iii) Bilawal vi) Todi B. Development of Raga Classification system in Ancient, Medieval and Modern times. C. Study of the following Ragangas in the modern context:- Sarang, Malhar, Kanhada, Bhairav, Bilawal, Kalyan, Todi. D. Detailed and comparative study of the Ragas prescribed in Appendix – I Internal Assessment 30 marks Core Course – 2 Theory Credit - 4 Theory : 70 Internal Assessment : 30 Maximum Marks : 100 Music of the Asian Continent 70 Marks A. Study of the Music of the following - China, Arabia, Persia, South East Asia, with special reference to: i) Origin, development and historical background of Music ii) Musical scales iii) Important Musical Instruments B. A comparative study of the music systems mentioned above with Indian Music. Internal Assessment 30 marks Core Course – 3 Practical Credit - 8 Practical : 70 Internal Assessment : 30 Maximum Marks : 100 Stage Performance 70 marks Performance of half an hour’s duration before an audience in Ragas selected from the list of Ragas prescribed in Appendix – I Candidate may plan his/her performance in the following manner:- Classical Vocal Music i) Khyal - Bada & chota Khyal with elaborations for Vocal Music. Tarana is optional. Classical Instrumental Music ii) Alap, Jor, Jhala, Masitkhani and Razakhani Gat with eleaborations Semi Classical Music iii) A short piece of classical music /Thumri / Bhajan/ Dhun /a gat in a tala other than teentaal may also be presented. -
Sreenivasarao's Blogs HOME ABOUT THIS WORDPRESS.COM SITE IS the BEE's KNEES
sreenivasarao's blogs HOME ABOUT THIS WORDPRESS.COM SITE IS THE BEE'S KNEES ← Music of India – a brief outline – Part fifteen Music of India – a brief outline – Part Seventeen → Music of India – a brief outline – Part sixteen Continued from Part Fifteen – Lakshana Granthas– Continued Part Sixteen (of 22 ) – Lakshana Granthas – Continued Pages 8. Sangita-ratnakara by Sarangadeva About Archives January 2016 October 2015 September 2015 August 2015 July 2015 June 2015 May 2015 April 2015 February 2015 January 2014 December 2013 Sarangadeva’s Sangita-ratnakara (first half of 13th century) is of particular importance, because it was written November 2013 just before influence of the Muslim conquest began to assert itself on Indian culture. The Music discussed in Sangita-ratnakara is free from Persian influence. Sangita-ratnakara therefore marks the stage at which the October 2013 ‘integrated’ Music of India was before it branched into North-South Music traditions. October 2012 It is clear that by the time of Sarangadeva, the Music of India had moved far away from Marga or Gandharva, as September 2012 also from the system based on Jatis (class of melodies) and two parent scales. By his time, many new August 2012 conventions had entered into the main stream; and the concept of Ragas that had taken firm roots was wielding considerable authority. Sarangadeva brought together various strands of the past music traditions, defined almost 267 Ragas, established a sound theoretical basis for music and provided a model for the later Categories musicology (Samgita Shastra). Abhinavagupta (3) Sarangadeva’s emphasis was on the ever changing nature of music, the expanding role of regional (Desi) Agama (6) influences on it, and the increasing complexity of musical material that needed to be systemised time and again. -
The Journal of the Music Academy Madras Devoted to the Advancement of the Science and Art of Music
The Journal of Music Academy Madras ISSN. 0970-3101 Publication by THE MUSIC ACADEMY MADRAS Sangita Sampradaya Pradarsini of Subbarama Dikshitar (Tamil) Part I, II & III each 150.00 Part – IV 50.00 Part – V 180.00 The Journal Sangita Sampradaya Pradarsini of Subbarama Dikshitar of (English) Volume – I 750.00 Volume – II 900.00 The Music Academy Madras Volume – III 900.00 Devoted to the Advancement of the Science and Art of Music Volume – IV 650.00 Volume – V 750.00 Vol. 88 2017 Appendix (A & B) Veena Seshannavin Uruppadigal (in Tamil) 250.00 ŸÊ„¢U fl‚ÊÁ◊ flÒ∑ȧá∆U Ÿ ÿÊÁªNÔUŒÿ ⁄UflÊÒ– Ragas of Sangita Saramrta – T.V. Subba Rao & ◊jQÊ— ÿòÊ ªÊÿÁãà ÃòÊ ÁÃDÊÁ◊ ŸÊ⁄UŒH Dr. S.R. Janakiraman (in English) 50.00 “I dwell not in Vaikunta, nor in the hearts of Yogins, not in the Sun; Lakshana Gitas – Dr. S.R. Janakiraman 50.00 (but) where my Bhaktas sing, there be I, Narada !” Narada Bhakti Sutra The Chaturdandi Prakasika of Venkatamakhin 50.00 (Sanskrit Text with supplement) E Krishna Iyer Centenary Issue 25.00 Professor Sambamoorthy, the Visionary Musicologist 150.00 By Brahma EDITOR V. Sriram Raga Lakshanangal – Dr. S.R. Janakiraman (in Tamil) Volume – I, II & III each 150.00 VOL. 88 – 2017 VOL. COMPUPRINT • 2811 6768 Published by N. Murali on behalf The Music Academy Madras at New No. 168, TTK Road, Royapettah, Chennai 600 014 and Printed by N. Subramanian at Sudarsan Graphics Offset Press, 14, Neelakanta Metha Street, T. Nagar, Chennai 600 014. Editor : V. Sriram. THE MUSIC ACADEMY MADRAS ISSN. -
Society for Ethnomusicology 60Th Annual Meeting, 2015 Abstracts
Society for Ethnomusicology 60th Annual Meeting, 2015 Abstracts Walking, Parading, and Footworking Through the City: Urban collectively entrained and individually varied. Understanding their footwork Processional Music Practices and Embodied Histories as both an enactment of sedimented histories and a creative process of Marié Abe, Boston University, Chair, – Panel Abstract reconfiguring the spatial dynamics of urban streets, I suggest that a sense of enticement emerges from the oscillation between these different temporalities, In Michel de Certeau’s now-famous essay, “Walking the City,” he celebrates particularly within the entanglement of western imperialism and the bodily knowing of the urban environment as a resistant practice: a relational, development of Japanese capitalist modernity that informed the formation of kinesthetic, and ephemeral “anti-museum.” And yet, the potential for one’s chindon-ya. walking to disrupt the social order depends on the walker’s racial, ethnic, gendered, national and/or classed subjectivities. Following de Certeau’s In a State of Belief: Postsecular Modernity and Korean Church provocations, this panel investigates three distinct urban, processional music Performance in Kazakhstan traditions in which walking shapes participants’ relationships to the past, the Margarethe Adams, Stony Brook University city, and/or to each other. For chindon-ya troupes in Osaka - who perform a kind of musical advertisement - discordant walking holds a key to their "The postsecular may be less a new phase of cultural development than it is a performance of enticement, as an intersection of their vested interests in working through of the problems and contradictions in the secularization producing distinct sociality, aesthetics, and history. For the Shanghai process itself" (Dunn 2010:92). -
MUSIC Hindustani
The Maharaja Sayajirao University of Baroda, Vadodara Ph. D Entrance Tet (PET) SYLLABUS Subject: MUSIC PET ExamCode : 21 Hindustani (Vocal, Instrumental & Musicology), Karnataka, Percussion and Rabindra Sangeet Note:- Unit-I, II, III & IV are common to all in music Unit-V to X are subject specific in music -1- Unit-I Technical Terms: Sangeet, Nada: ahata & anahata , Shruti & its five jaties, Seven Vedic Swaras, Seven Swaras used in Gandharva, Suddha & Vikrit Swara, Vadi- Samvadi, Anuvadi-Vivadi, Saptak, Aroha, Avaroha, Pakad / vishesa sanchara, Purvanga, Uttaranga, Audava, Shadava, Sampoorna, Varna, Alankara, Alapa, Tana, Gamaka, Alpatva-Bahutva, Graha, Ansha, Nyasa, Apanyas, Avirbhav,Tirobhava, Geeta; Gandharva, Gana, Marga Sangeeta, Deshi Sangeeta, Kutapa, Vrinda, Vaggeyakara Mela, Thata, Raga, Upanga ,Bhashanga ,Meend, Khatka, Murki, Soot, Gat, Jod, Jhala, Ghaseet, Baj, Harmony and Melody, Tala, laya and different layakari, common talas in Hindustani music, Sapta Talas and 35 Talas, Taladasa pranas, Yati, Theka, Matra, Vibhag, Tali, Khali, Quida, Peshkar, Uthaan, Gat, Paran, Rela, Tihai, Chakradar, Laggi, Ladi, Marga-Deshi Tala, Avartana, Sama, Vishama, Atita, Anagata, Dasvidha Gamakas, Panchdasa Gamakas ,Katapayadi scheme, Names of 12 Chakras, Twelve Swarasthanas, Niraval, Sangati, Mudra, Shadangas , Alapana, Tanam, Kaku, Akarmatrik notations. Unit-II Folk Music Origin, evolution and classification of Indian folk song / music. Characteristics of folk music. Detailed study of folk music, folk instruments and performers of various regions in India. Ragas and Talas used in folk music Folk fairs & festivals in India. -2- Unit-III Rasa and Aesthetics: Rasa, Principles of Rasa according to Bharata and others. Rasa nishpatti and its application to Indian Classical Music. Bhava and Rasa Rasa in relation to swara, laya, tala, chhanda and lyrics. -
Society for Ethnomusicology 58Th Annual Meeting Abstracts
Society for Ethnomusicology 58th Annual Meeting Abstracts Sounding Against Nuclear Power in Post-Tsunami Japan examine the musical and cultural features that mark their music as both Marie Abe, Boston University distinctively Jewish and distinctively American. I relate this relatively new development in Jewish liturgical music to women’s entry into the cantorate, In April 2011-one month after the devastating M9.0 earthquake, tsunami, and and I argue that the opening of this clergy position and the explosion of new subsequent crises at the Fukushima nuclear power plant in northeast Japan, music for the female voice represent the choice of American Jews to engage an antinuclear demonstration took over the streets of Tokyo. The crowd was fully with their dual civic and religious identity. unprecedented in its size and diversity; its 15 000 participants-a number unseen since 1968-ranged from mothers concerned with radiation risks on Walking to Tsuglagkhang: Exploring the Function of a Tibetan their children's health to environmentalists and unemployed youths. Leading Soundscape in Northern India the protest was the raucous sound of chindon-ya, a Japanese practice of Danielle Adomaitis, independent scholar musical advertisement. Dating back to the late 1800s, chindon-ya are musical troupes that publicize an employer's business by marching through the From the main square in McLeod Ganj (upper Dharamsala, H.P., India), streets. How did this erstwhile commercial practice become a sonic marker of Temple Road leads to one main attraction: Tsuglagkhang, the home the 14th a mass social movement in spring 2011? When the public display of merriment Dalai Lama. -
Ghatam SANKARA VEDIC CULTURE & ARTS INC SAVECA Canada/SAVECA Music Academy a Popular Disciple of Sangeetha Ramana Indrakumar Started His Training Kalanidhi Dr
= ARVIND VENKATARAMAN - Mridangam RAMANA INDRAKUMAR - Ghatam SANKARA VEDIC CULTURE & ARTS INC SAVECA Canada/SAVECA Music Academy A popular disciple of Sangeetha Ramana Indrakumar started his training Kalanidhi Dr. Trichy Sri. Sankaran, in Mridangam at the age of 11 under (www.saveca.ca) Arvind has been under his tutelage for Vidwan Sri. Vasuthevan Rajalingam. A Not-for-profit organization the past 10 years, learning the Through his guru, Ramana has had intricacies and nuances of the advanced training from various percussive arts of the Pudukottai Laya mridangists such as Neyveli Sri. Bani. Arvind was initiated into Venkatesh, Sri. P. Satish Kumar, Carnatic Music by his mother at the Madipakkam Sri. Suresh and Poovalur Sri. age of 5 and underwent vocal training Sriji. Ramana pursued not just the mridangam, but also the for 10 years. He was then introduced to the art of secondary percussion instruments of ghatam and kanjira. A Mridangam playing in 1998 by Vidwan Pazhani. Sri. C. great feat by Ramana was the pursuit to learn the ghatam on Kumar and also had his initial training with Vidwan Sri. his own by watching great ghatam artists from today and Sriraam Subbaraman. yester years. His playing is appreciated for its rhythmical Arvind had his Arangetram on September 22nd, 2007 clarity and speed. Ramana has participated in various radio performing alongside his Guru, Sangeetha Kalanidhi Dr. and television recordings, and has performed in many Proudly Presents Trichy Sri. Sankaran in the concert of Padma Bhushan venues across North America. Sangeetha Kalanidhi Madurai Sri.T.N. Seshagopalan. The During the last 18 years, Ramana has performed alongside occasion marked the 52nd anniversary of his guru Prof. -
Transcription and Analysis of Ravi Shankar's Morning Love For
Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2013 Transcription and analysis of Ravi Shankar's Morning Love for Western flute, sitar, tabla and tanpura Bethany Padgett Louisiana State University and Agricultural and Mechanical College, [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_dissertations Part of the Music Commons Recommended Citation Padgett, Bethany, "Transcription and analysis of Ravi Shankar's Morning Love for Western flute, sitar, tabla and tanpura" (2013). LSU Doctoral Dissertations. 511. https://digitalcommons.lsu.edu/gradschool_dissertations/511 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please [email protected]. TRANSCRIPTION AND ANALYSIS OF RAVI SHANKAR’S MORNING LOVE FOR WESTERN FLUTE, SITAR, TABLA AND TANPURA A Written Document Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Musical Arts in The School of Music by Bethany Padgett B.M., Western Michigan University, 2007 M.M., Illinois State University, 2010 August 2013 ACKNOWLEDGEMENTS I am entirely indebted to many individuals who have encouraged my musical endeavors and research and made this project and my degree possible. I would first and foremost like to thank Dr. Katherine Kemler, professor of flute at Louisiana State University. She has been more than I could have ever hoped for in an advisor and mentor for the past three years. -
Department of Indian Music Name of the PG Degree Program
Department of Indian Music Name of the PG Degree Program: M.A. Indian Music First Semester FPAC101 Foundation Course in Performance – 1 (Practical) C 4 FPAC102 Kalpita Sangita 1 (Practical) C 4 FPAC103 Manodharma Sangita 1 (Practical) C 4 FPAC114 Historical and Theoretical Concepts of Fine Arts – 1 C 4 ( Theory) FPAE101 Elective Paper 1 - Devotional Music - Regional Forms of South India E 3 (Practical) FPAE105 Elective Paper 2 - Compositions of Muttusvami Dikshitar (Practical) E 3 Soft Skills Languages (Sanskrit and Telugu)1 S 2 Second Semester FPAC105 Foundation Course in Performance – 2 (Practical) C 4 FPAC107 Manodharma Sangita 2 (Practical) C 4 FPAC115 Historical and Theoretical Concepts of Fine Arts – 2 ( Theory) C 4 FPAE111 Elective Paper 3 - Opera – Nauka Caritram (Practical) E 3 FPAE102 Elective Paper 4 - Nandanar caritram (Practical) E 3 FPAE104 Elective Paper 5 – Percussion Instruments (Theory) E 3 Soft Skills Languages (Kannada and Malayalam)2 S 2 Third Semester FPAC108 Foundation Course in Performance – 3 (Practical) C 4 FPAC106 Kalpita Sangita 2 (Practical) C 4 FPAC110 Alapana, Tanam & Pallavi – 1 (Practical) C 4 FPAC116 Advanced Theory – Music (Theory) C 4 FPAE106 Elective Paper 6 - Compositions of Syama Sastri (Practical) E 3 FPAE108 Elective Paper 7 - South Indian Art Music - An appreciation (Theory) E 3 UOMS145 Source Readings-Selected Verses and Passages from Tamiz Texts ( S 2 Theory) uom1001 Internship S 2 Fourth Semester FPAC117 Research Methodology (Theory) C 4 FPAC112 Project work and Viva Voce C 8 FPAC113 Alapana, -
Sixth Semester Bpa Degree Examination Vocal, Veena
SIXTH SEMESTER BPA DEGREE EXAMINATION VOCAL, VEENA & VIOLIN VO/VE/VI 1671 Vocational Course IX-Theory Theoretical Perspectives - VI Time: 3 hours Total Marks 80 I Write Answers in one or two sentences (1x10=10) 1. The variety of madhyama used in the raga, Varali 2. Aksharakala of ‘Chempata’ tala 3. Another name for Tanam 4. Parent scale of the raga, Madhyamavati 5. Pratimadhyama mela of Todi 6. Write the Svara sthanas of Sankarabharanam 7. Write the name of three janya ragas derived from Mayamalavagaula 8. Name the corresponding tala of ‘Panchari’ in Carnatic music 9. The name which the introductory part of the raga alapana is known 10. Name the corresponding raga of ‘Erikkila kamodari’ in Carnatic music II. Answer any 8 from 12 of the following not exceeding one paragraph (8x2=16) 11. What are the two types of raga alapana? 12. Define Tanam 13. Explain the intervals of notes 14. Write about the srutis figuring in the raga, Todi 15. What is Kottipadi Seva? 16. Define Anuloma of Pallavi 17. What are the accompanying instruments used in Sopana Sangita? 18. Explain a theatre form which follows Sopana sangita 19. What is ‘Niraval’ 20. Expalin Shadja-Panchama bhava 21. Ragas used in Sopana sangita with no equals in Carnatic music 22. Explain Samvaditva III . Write short essay on any 6 from the 9 of the following (6x4=24) 23. Kalpana Svara 24. Srutis of Nishada and the ragas in which they figure 25. Distinguish the ragas Mohanam and Hamsadvani 26. Pallavi exposition 27. Sangraha Alapana 28. Significance of Sruti 29. -
Classification of Indian Musical Instruments with the General
Classification of Indian Musical Instruments With the general background and perspective of the entire field of Indian Instrumental Music as explained in previous chapters, this study will now proceed towards a brief description of Indian Musical Instruments. Musical Instruments of all kinds and categories were invented by the exponents of the different times and places, but for the technical purposes a systematic-classification of these instruments was deemed necessary from the ancient time. The classification prevalent those days was formulated in India at least two thousands years ago. The first reference is in the Natyashastra of Bharata. He classified them as ‘Ghana Vadya’, ‘Avanaddha Vadya’, ‘Sushira Vadya’ and ‘Tata Vadya’.1 Bharata used word ‘Atodhya Vadya’ for musical instruments. The term Atodhya is explained earlier than in Amarkosa and Bharata might have adopted it. References: Some references with respect to classification of Indian Musical Instruments are listed below: 1. Bharata refers Musical Instrument as ‘Atodhya Vadya’. Vishnudharmotta Purana describes Atodhya (Ch. XIX) of four types – Tata, Avnaddha, Ghana and Sushira. Later, the term ‘Vitata’ began to be used by some writers in place of Avnaddha. 2. According to Sangita Damodara, Tata Vadyas are favorite of the God, Sushira Vadyas favourite of the Gandharvas, whereas Avnaddha Vadyas of the Rakshasas, while Ghana Vadyas are played by Kinnars. 3. Bharata, Sarangdeva (Ch. VI) and others have classified the musical instruments under four heads: 1 Fundamentals of Indian Music, Dr. Swatantra Sharma , p-86 53 i. Tata (String Instruments) ii. Avanaddha (Instruments covered with membrane) iii. Sushira (Wind Instruments) iv. Ghana (Solid, or the Musical Instruments which are stuck against one another, such as Cymbals). -
A Boon for Physically Challenged
© 2019 JETIR May 2019, Volume 6, Issue 5 www.jetir.org (ISSN-2349-5162) Music and Dance: A boon for socially neglected differently able Dr.J.Sankar Ganesh , Assistant Professor ,Department of Performing Arts ,S .V.University Tirupati. 517502. ABSTRACT Socially neglected class of Indian society is physically and Gender challenged people of this country. Poverty eradication among this class is still a challenge for governments. This paper is highlight how the performing art forms music and dance help to the physically challenged and gender challenged people to come out of their difficulties. A fewto build examples are given only to develop self confidence among the socially neglected class Key words: Physically challenged, Gender challenged , Performing arts, Awards, Achievements…etc.. Introduction Music can change the world because it can change people. - Bono An art form which is suitable to perform on the stage in group or in solo, capable to stir a kind of emotion in the mind of the audience is called Performing arts. Performing art forms are the mirror of creativity and inheritance of a society. It has no boundaries and reflects the social and chronological enormity of a country. It is one of the most powerful medium capable to reach the mind of people without any discrimination. Performing art form includes dance, music, drama, mime, martial arts etc… is very much successful in manifesting the cultural and traditional strength of a nation it belongs to. Society and Performing arts are like two hearts with one beat. In the current societal system the physically challenged and visually challenged people are neglected or not given sufficient importance in the pace of advancement.