Drum Roll Symphony No. 103 MOVEMENT 2
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The Snare Drum Roll
ACADEMY OF MUSIC AND DRAMA The Snare Drum Roll Lúcia Viana da Silva Independent Project (Degree Project), 30 HEC, Master of Fine Arts in Symphonic Orchestra Performance Spring Semester, 2017 Independent Project (Degree Project), 30 higher education credits Master of Fine Arts in Symphonic Orchestra Performance Academy of Music and Drama, University of Gothenburg Spring semester, 2017 Author: Lúcia Viana da Silva Title: The Snare Drum Roll Supervisor: PhD Maria Bania Examiner: PhD. Tilman Skowroneck ABSTRACT Key words: orchestral percussion, snare drum, technique, roll. Like most other percussion instruments, the snare drum was introduced relatively late in the symphonic orchestra, and major changes and improvements concerning its playing techniques are still taking place. One of the most distinctive aspects of the snare drum is the roll, which consists of a challenge that most percussionists face eventually during their career. This project reflects my research on the snare drum roll during the last two years, gives a short background of snare drum playing and its technical development, and provides observations and reflections of different techniques to play a roll. As a percussionist myself, I analyzed and practiced on the execution of rolls as part of the research. This project includes notes on my interpretation of four orchestral excerpts, showing how technical development and control over the roll open musical possibilities to the orchestral percussionist. 2 ACKNOWLEDGEMTS I would first like to thank my supervisor, PhD Maria Bania, who was always available and responsive to my questions and supportive of my ideas. Her enthusiasm and constant demand gave me the drive and encouragement for writing this thesis. -
Relating Stave Pitches to DAW Piano & Drum Rolls for Inputting Notes Relating Notation Durations to MIDI Sequencer Note Leng
Relating Notation durations to MIDI sequencer note lengths Note Name Duration Piano roll Snap/Quantise Semibreve 4 1/1 1-DAW (Digital Audio Workstation): a digital system designed for recording and editing digital audio. It may refer to audio hardware, audio software, or both. 2-MIDI (Musical Instrument Digital Interface): the interchange Dotted 3 - of musical information between musical instruments, synthesizers and computers. Minim 3-MIDI controller: any hardware or software that generates and transmits MIDI data to electronic or digital MIDI-enabled devices, typically to trigger sounds Minim 2 1/2 and control parameters of an electronic music performance. 4-Sequencer: a software application or a digital electronic device that can record, save, play and edit audio files. Dotted 1 ½ - 5-Arrange Window: the main window of Logic Pro. It incorporates other Logic Pro Crotchet editors and it's where you do most of your work. 6-Drum Machine: An electronic device containing a sequencer that can be Crotchet 1 1/4 programmed to arrange and alter digitally stored drum sounds. 7-Tempo: the pace or speed at which a section of music is played. 8-Quantise/Quantisation: the rhythmic correction of audio or MIDI regions to a Dotted ¾ - specific time grid. Quaver 9- Fader: a device for gradually increasing or decreasing the level of an audio signal. Basic Functions of a DAW Quaver ½ 1/8 Audio Recording: The basic function of any DAW is record audio. DAWs can handle dozens to hundreds of audio tracks without causing too much strain on most systems. Audio Editing: Audio clips can be cut, copied and pasted. -
Áskell Másson's Solos for Snare Drum: Maximizing Musical Expression Through Varying Compositional Techniques and Experimenta
ÁSKELL MÁSSON’S SOLOS FOR SNARE DRUM: MAXIMIZING MUSICAL EXPRESSION THROUGH VARYING COMPOSITIONAL TECHNIQUES AND EXPERIMENTATION IN TIMBRE John Michael O’Neal, B.M., M.M. Dissertation Prepared for the Degree of DOCTOR OF MUSICAL ARTS UNIVERSITY OF NORTH TEXAS December 2015 Christopher Deane, Major Professor Eugene Corporon, Related Field Professor Mark Ford, Committee Member Benjamin Brand, Director of Graduate Studies, College of Music James Scott, Dean of the College of Music Costas Tsatsoulis, Dean of the Toulouse Graduate School O’Neal, John Micheal. Áskell Másson’s Solos for Snare Drum: Maximizing Musical Expression through Varying Compositional Techniques and Experimentation in Timbre. Doctor of Musical Arts (Performance), December 2015, 38 pp., 7 figures, 29 musical examples, references, 27 titles. This dissertation and accompanying lecture recital explores the musical elements present in Áskell Másson’s three solos for snare drum, PRÍM (1984), KÍM (2001) and B2B: Back to Basics (2010). Two of the primary challenges for the performer when playing solo literature on a non-pitch oriented instrument are identifying thematic structures and understanding how to interpret all innovative sound production techniques employed within the music. A thematic and compositional analysis, as well as an investigation into the experimentation of timbre found in Másson’s three pieces for solo snare drum will help to clarify the musical complexities that are present throughout. Copyright 2015 by John Michael O’Neal ii ACKNOWLEDGEMENTS My sincere thanks and gratitude to my committee members and mentors Christopher Deane, Mark Ford and Eugene Corporon for their assistance with this project and their influence in shaping me as a teacher and performer. -
A Nickel for Music in the Early 1900'S
A Nickel for Music in the Early 1900’s © 2015 Rick Crandall Evolution of the American Orchestrion Leading to the Coinola SO “Super Orchestrion” The Genesis of Mechanical Music The idea of automatic musical devices can be traced back many centuries. The use of pinned barrels to operate organ pipes and percussion mechanisms (such as striking bells in a clock) was perfected long before the invention of the piano. These devices were later extended to operate music boxes, using a set of tuned metal teeth plucked by a rotating pinned cylinder or a perforated metal disc. Then pneumatically- controlled machines programmed from a punched paper roll became a new technology platform that enabled a much broader range of instrumentation and expression. During the period 1910 to 1925 the sophistication of automatic music instruments ramped up dramatically proving the great scalability of pneumatic actions and the responsiveness of air pressure and vacuum. Usually the piano was at the core but on larger machines a dozen or more additional instruments were added and controlled from increasingly complicated music rolls. An early example is the organ. The power for the notes is provided by air from a bellows, and the player device only has to operate a valve to control the available air. Internal view of the Coinola SO “orchestrion,” the For motive most instrumented of all American-made machines. power the Photo from The Golden Age of Automatic Instruments early ©2001 Arthur A. Reblitz, used with permission. instruments were hand -cranked and the music “program” was usually a pinned barrel. The 'player' device became viable in the 1870s. -
Season 2012-2013
27 Season 2012-2013 Sunday, October 28, at 3:00 The Philadelphia Orchestra 28th Season of Chamber Music Concerts—Perelman Theater Mozart Duo No. 1 in G major, K. 423, for violin and viola I. Allegro II. Adagio III. Rondo: Allegro William Polk Violin Marvin Moon Viola Dvorˇák String Quintet in E-flat major, Op. 97 I. Allegro non tanto II. Allegro vivo III. Larghetto IV. Finale: Allegro giusto Kimberly Fisher Violin William Polk Violin Marvin Moon Viola Choong-Jin Chang Viola John Koen Cello Intermission Brahms Piano Quartet No. 1 in G minor, Op. 25 I. Allegro II. Intermezzo: Allegro ma non troppo III. Andante con moto IV. Rondo alla zingarese: Presto Cynthia Raim Piano (Guest) Paul Arnold Violin Kerri Ryan Viola Yumi Kendall Cello This program runs approximately 2 hours. 228 Story Title The Philadelphia Orchestra Jessica Griffin Renowned for its distinctive vivid world of opera and Orchestra boasts a new sound, beloved for its choral music. partnership with the keen ability to capture the National Centre for the Philadelphia is home and hearts and imaginations Performing Arts in Beijing. the Orchestra nurtures of audiences, and admired The Orchestra annually an important relationship for an unrivaled legacy of performs at Carnegie Hall not only with patrons who “firsts” in music-making, and the Kennedy Center support the main season The Philadelphia Orchestra while also enjoying a at the Kimmel Center for is one of the preeminent three-week residency in the Performing Arts but orchestras in the world. Saratoga Springs, N.Y., and also those who enjoy the a strong partnership with The Philadelphia Orchestra’s other area the Bravo! Vail Valley Music Orchestra has cultivated performances at the Mann Festival. -
Schoo} Ofmusic
I I \ SHEPHERD SCHOOL CHAMBER ORCHESTRA I LARRY RACHLEFF, music director SUSAN LORETTE DUNN, soprano STEPHEN KING, baritone Friday, April 2C 2007 8:00 p.rn. Stude Concert Hall RICE UNNERSITY Schoo}~~ ofMusic I PROGRAM Divertissement Jacques Ibert Introduction. Allegro vivo (1890-1962) Cortege. Moderato molto Nocturne. Lento Valse. Animato assai Parade. Tempo di marcia Finale. Quasi cadenza. Vivo. Tempo di galop Cristian Macelaru, conductor ) Don Quichotte a Dulcinee Maurice Ravel (Trios poemes de Paul Morand) (1875-1937) Chanson romanesque (Moderato) Chanson epique (Molto moderato) Chanson a boire (Allegro) Stephen King, soloist Cinq melodies populaires grecques Maurice Ravel / ( orchestrated by Maurice Ravel and Manuel Rosenthal) Le reveil de la mariee (Moderato mo/to) La-bas, vers l'eglise (Andante) Que! galant m'est comparable (Allegro) Chanson des cueilleuses de lentisques (Lento) Tout gai! (Allegro) Susan Lorette Dunn, soloist / INTERMISSION Symphony No. 103 in E-flat Major, Franz Joseph Haydn "Drum Roll" (1732-1809) Adagio - Allegro con spirito - Adagio Andante piu tosto Allegretto Menuet Allegro con spirito I The reverberative acoustics of Stude Concert Hall magnify the slightest sound made by the audience. Your care and courtesy will be appreciated. The taking ofphotographs and use of recording equipment are prohibited. SHEPHERD SCHOOL CHAMBER ORCHESTRA Violin I Double Bass (cont.) Horn (cont.) J Freivogel, Evan Ha/loin Juliann Welch concertmaster Edward Merritt Amanda Chamberlain Trumpet Ying Fu Flute Greg Haro Kaoru Suzuki Hilary -
Ludwig Van Beethoven (1770-1827)
21M011 (spring, 2006) Ellen T. Harris Lecture VII Ludwig van Beethoven (1770-1827) Like Monteverdi, who bridges the Renaissance and the Baroque, Beethoven stands between two eras, not fully encompassed by either. He inherited the Classical style through Mozart and Haydn, and this is represented in works from what is typically called his “first period” (to about 1800), during which time Beethoven performed actively as a virtuoso pianist. The “middle period” (about 1800 to 1818) saw Beethoven break through the classical templates as he wrestled with his increasing deafness, the growing inability to perform or conduct, and his disillusion with Napoleon, whom he had considered a hero of the French Revolution until Napoleon declared himself Emperor in 1804. 1802: Heiligenstadt Testament depicts Beethoven’s desolation over his deafness; 1803: composition of the 3rd Symphony, originally titled Bonaparte, but changed to Eroica after, 1804: Napoleon declares himself Emperor 1808: 5th Symphony in C minor, Op. 67 From Beethoven’s middle period come the works most often associated with Beethoven and with what is known of his personality: forceful, uncompromising, angry, willful, suffering, but overcoming extraordinary personal hardship, all of which traits are read into his music. The Romantic cult of the individual who represents himself in his music and of the genius who suffers for his art begins here with Beethoven. Beethoven’s “late period” (1818 to his death [1827]) becomes more introspective and abstract, as Beethoven’s deafness increasingly forces him to retreat into himself. Although the 9th Symphony dates from these years, it is the only symphony to do so, and, in many respects, is a throwback to the middle period. -
“Wrap It in Rhythm”- Celebrating the Heartbeat of A+ with Music
Beverly Botsford- Cross-Cultural Percussionist Performing and Teaching Artist, A+ Fellow [email protected] www.beverlybotsford.com (919) 824-3821 “Wrap it in Rhythm”- Celebrating the Heartbeat of A+ With Music A Workshop for Teachers Using Drumming, Percussion, Movement, and Word to Build Community, Honor Accomplishments and Inspire Innovative Classroom Action Focus Questions: How can we use rhythm and music to enhance curriculum and engage diverse learners? How is music a tool for building community, celebrating accomplishments and inspiring innovation? How are language and music connected? Goals: Have fun and build community through music. 2) Share, honor, inspire and empower personal and group accomplishments in arts in education and innovative teaching practice. 3) Learn strategies for using rhythm for classroom management, building fluency, enhancing core curriculum and engaging diverse learners. 4) Share ideas for simple, home-made percussion instruments that can be used in the classroom. 6) Collaborate, create and connect with our A+ Community. 7) Generate excitement and a renewed sense of community and support in the work that we do. Session Content and Agenda: Wrap it in Rhythm-build a beat, weave a word, celebrate, let your voices be heard! In this music workshop, Beverly guides teachers in an ensemble, teambuilding, percussion experience that celebrates the importance of arts in education and shares strategies that use rhythm as a tool in the arts integrated classroom. 1) Create a Rhythm Orchestra- Using words from inspirational quotes that speak to the heart of A+, we will “Wrap it in Rhythm” as Beverly guides teachers in a music experience creating a multi-layered, rhythm orchestration that honors culture and celebrates our common connections as well as our diversity. -
Program Notes for a Graduate Recital in Piano Amy Jun Ming Chin Minnesota State University - Mankato
Minnesota State University, Mankato Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato Theses, Dissertations, and Other Capstone Projects 2012 Program Notes for a Graduate Recital in Piano Amy Jun Ming Chin Minnesota State University - Mankato Follow this and additional works at: http://cornerstone.lib.mnsu.edu/etds Part of the Music Performance Commons Recommended Citation Chin, Amy Jun Ming, "Program Notes for a Graduate Recital in Piano" (2012). Theses, Dissertations, and Other Capstone Projects. Paper 195. This Thesis is brought to you for free and open access by Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. It has been accepted for inclusion in Theses, Dissertations, and Other Capstone Projects by an authorized administrator of Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. Program Notes for a Graduate Recital in Piano By Amy J. Chin Program Notes Submitted in Partial Fulfillment of the Requirements for the Degree Master of Music In Piano Performance Minnesota State University, Mankato Mankato, Minnesota April 2012 Program Notes for a Graduate Recital in Piano Amy Jun Ming Chin This program notes has been examined and approved by the following members of the program notes committee. Dr. David Viscoli, Advisor Dr.Linda B. Duckett Dr. Karen Boubel Preface The purpose of this paper is to offer a biographical background of the composers, and historical and theoretical analysis of the works performed in my Master’s recital. This will assist the listener to better understand the music performed. Acknowledgements I would like to thank members of my examining committee, Dr. -
TC 1-19.30 Percussion Techniques
TC 1-19.30 Percussion Techniques JULY 2018 DISTRIBUTION RESTRICTION: Approved for public release: distribution is unlimited. Headquarters, Department of the Army This publication is available at the Army Publishing Directorate site (https://armypubs.army.mil), and the Central Army Registry site (https://atiam.train.army.mil/catalog/dashboard) *TC 1-19.30 (TC 12-43) Training Circular Headquarters No. 1-19.30 Department of the Army Washington, DC, 25 July 2018 Percussion Techniques Contents Page PREFACE................................................................................................................... vii INTRODUCTION ......................................................................................................... xi Chapter 1 BASIC PRINCIPLES OF PERCUSSION PLAYING ................................................. 1-1 History ........................................................................................................................ 1-1 Definitions .................................................................................................................. 1-1 Total Percussionist .................................................................................................... 1-1 General Rules for Percussion Performance .............................................................. 1-2 Chapter 2 SNARE DRUM .......................................................................................................... 2-1 Snare Drum: Physical Composition and Construction ............................................. -
Reference Guide for Ver 1.3X
EN Reference Guide for Ver 1.3x Contents Top Panel 3 9 Trigger setup 30 Rear Panel 3 Zones corresponding to each trigger input 30 1 Home 4 Connecting pads 30 Compatible other manufacturers’ pads and hi-hat control pedals 30 Home screen 4 Trigger setup 31 Common operations 5 <1> Crosstalk cancel setting 31 Before you play 5 <2> Trigger setting for each pad 32 Changing instruments 6 <3> Hi-hat control pedal adjustment 35 Switching drum kits 6 Fine adjustments to the trigger setup 36 Changing the pad level 7 Checking the pad model and the corresponding zones 38 Best Kit 8 Instruments and kits 10 10 System parameters 39 2 Main menu 12 Entering the system parameter screen 39 Option settings 39 3 Kit edit 13 MIDI settings 40 Entering the kit edit screen 13 Information about the unit 40 Changing the kit group 13 41 Renaming the kit 13 11 Backup Entering the backup screen 41 Adjusting the volume of the entire drum kit 14 Saving a backup 41 4 Pad edit 15 Loading a backup 42 Entering the pad edit screen 15 Deleting a backup 43 Changing the instrument of each pad 15 44 Rating an instrument 15 12 SD card Entering the SD card screen 44 Specifying the volume and pan of a pad 16 Card information 44 Specifying the MIDI note number of a pad 16 Formatting a card 45 5 Kit menu 17 46 Entering the kit menu screen 17 13 Reset Entering the reset screen 46 Cloning a drum kit 17 System reset 46 Managing drum kits 18 Restoring the factory-set sounds 47 Renaming a kit group 20 Drum kit import 21 14 Other information 48 6 Instrument Import 22 Troubleshooting 48 List of messages 48 Preparation 22 ATV SOUND STORE 49 Import 22 Support 49 7 Instrument edit 23 Specifications 49 Entering instrument edit 23 Tone assign 23 Adjusting the volume of each zone 24 Changing an instrument’s name, group, or icon 24 Creating a new or cloned instrument 25 8 Instrument menu 26 Entering the instrument menu 26 • Read this in conjunction with the “Quick Start Guide ” • The content of this document might differ from the aD5 unit you’re using due to Managing instruments 26 differences in its firmware version. -
Pasic 2001 Marching Percussion Festival
TABLE OF CONTENTS 2 Welcome Messages 4 PASIC 2001 Planning Committee 5 Sponsors 8 Exhibitors by Name/Exhibitors by Booth Number 9 Exhibitors by Category 10 Exhibit Hall Map 12 Exhibitors 24 PASIC 2001 Map 26 PASIC 2001 Area Map 29 Wednesday, November 14/Schedule of Events 34 Thursday, November 15/Schedule of Events 43 Friday, November 16/Schedule of Events 52 Saturday, November 17/Schedule of Events 60 Artists and Clinicians 104 Percussive Arts Society History 2001 111 Special Thanks/PASIC 2001 Advertisers NASHVILLE NOVEMBER 14–17 2 PAS President’s Welcome It is a grim reminder of the chill- from this tragedy. However, in a happier world that lies ® ing events that shook the U.S. this land of diversity, we all deal ahead for all of us. on September 11. I am espe- with grief and healing in differ- cially grateful to all of our PAS ent ways. I’m in no way international members who sent trivializing this tragedy when I personal messages to me, tell you that I’m especially look- members of the Board of Direc- ing forward to seeing friends tors, and into the PAS office in and colleagues from around the www.pas.org Lawton, Oklahoma. Your out- globe at PASIC in Nashville. pouring of support and conso- Percussion is the passion that oday, as I sit to write my lation are deeply appreciated. binds us all and allows us to T“welcome to PASIC” I applaud those of you who come together in a common message, I realize that our have offered to use your re- place to see our friends, hear world has forever changed.