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The KNIGHT REVISION of HORNBOSTEL-SACHS: a New Look at Musical Instrument Classification
The KNIGHT REVISION of HORNBOSTEL-SACHS: a new look at musical instrument classification by Roderic C. Knight, Professor of Ethnomusicology Oberlin College Conservatory of Music, © 2015, Rev. 2017 Introduction The year 2015 marks the beginning of the second century for Hornbostel-Sachs, the venerable classification system for musical instruments, created by Erich M. von Hornbostel and Curt Sachs as Systematik der Musikinstrumente in 1914. In addition to pursuing their own interest in the subject, the authors were answering a need for museum scientists and musicologists to accurately identify musical instruments that were being brought to museums from around the globe. As a guiding principle for their classification, they focused on the mechanism by which an instrument sets the air in motion. The idea was not new. The Indian sage Bharata, working nearly 2000 years earlier, in compiling the knowledge of his era on dance, drama and music in the treatise Natyashastra, (ca. 200 C.E.) grouped musical instruments into four great classes, or vadya, based on this very idea: sushira, instruments you blow into; tata, instruments with strings to set the air in motion; avanaddha, instruments with membranes (i.e. drums), and ghana, instruments, usually of metal, that you strike. (This itemization and Bharata’s further discussion of the instruments is in Chapter 28 of the Natyashastra, first translated into English in 1961 by Manomohan Ghosh (Calcutta: The Asiatic Society, v.2). The immediate predecessor of the Systematik was a catalog for a newly-acquired collection at the Royal Conservatory of Music in Brussels. The collection included a large number of instruments from India, and the curator, Victor-Charles Mahillon, familiar with the Indian four-part system, decided to apply it in preparing his catalog, published in 1880 (this is best documented by Nazir Jairazbhoy in Selected Reports in Ethnomusicology – see 1990 in the timeline below). -
Title Page For
!"#$%&"'($$ )$*+,$-./0.12$ ! "#$!%&'()#*+,!-.*/! ! 0#*!1$23*/! ! ! 42$35.6!(/"! !"#$%&"'($)$*+,$-./0.12$+5!(376+5)2/!7&!$ 8.3$2*!92+52$!:35+,!4376+5)+*;! ! Commisssioned for the celebration of Tennessee's "Homecoming '86," Jug Blues & Fat Pickin' was inspired by recordings of the Memphis Jug Band (Beale Street, late 1920's), and bluegrass banjo pickin', which becomes "fattened out" by the sound of winds. Notes to the Conductor: The "Blues" should howl, whine, and wail like a harmonica solo, with the same freedom and indulgence one might hear in an unaccompanied Blues improvisation. The tempo fluctuations indicated must be observed, but the rubato should not be confined to these. The entire Blues must have an unmetered, cadenza-like quality. The "Blues" should never drag: the slowed-down sections must have great color and intensity of expression, whether sighing or wailing. The "Pickin'" doesn't need to be too fast, but has to have the kind of easy-going, self-gratifying, clear-headed virtuosity that characterizes great pickers. The performers should develop confidence in handling the rhythmic exchanges, and then communicate a spirit of good, clean, exuberant fun. Percussion Instrumentation and Distribution Tambourine Cowbells Wood Blocks Triangle Timbales Temple Blocks Xylophone Small Tom-tom œ Percussion 1 œ œ œ œ œ ÷ œ œ œ œ œ & Bass Drum Bongos Pie Pan Middle Tom-tom Vibraphone Chimes Percussion 2 ÷ œ œ œ œ œ œ & Suspended Cymbal Slit Wood Drum Snare Drum Large Tom-tom Glockenspiel Clash Cymbals Tamtam Anvil œ Percussion 3 ÷ œ œ œ œ œ œ œ & Timpani ? œ œ bœ Jug Blues & Fat Pickin' Don Freund Wail, like a giant harmonica 1986, revised 1990 Transposed Score ∂ = ca. -
African Drumming in Drum Circles by Robert J
African Drumming in Drum Circles By Robert J. Damm Although there is a clear distinction between African drum ensembles that learn a repertoire of traditional dance rhythms of West Africa and a drum circle that plays primarily freestyle, in-the-moment music, there are times when it might be valuable to share African drumming concepts in a drum circle. In his 2011 Percussive Notes article “Interactive Drumming: Using the power of rhythm to unite and inspire,” Kalani defined drum circles, drum ensembles, and drum classes. Drum circles are “improvisational experiences, aimed at having fun in an inclusive setting. They don’t require of the participants any specific musical knowledge or skills, and the music is co-created in the moment. The main idea is that anyone is free to join and express himself or herself in any way that positively contributes to the music.” By contrast, drum classes are “a means to learn musical skills. The goal is to develop one’s drumming skills in order to enhance one’s enjoyment and appreciation of music. Students often start with classes and then move on to join ensembles, thereby further developing their skills.” Drum ensembles are “often organized around specific musical genres, such as contemporary or folkloric music of a specific culture” (Kalani, p. 72). Robert Damm: It may be beneficial for a drum circle facilitator to introduce elements of African music for the sake of enhancing the musical skills, cultural knowledge, and social experience of the participants. PERCUSSIVE NOTES 8 JULY 2017 PERCUSSIVE NOTES 9 JULY 2017 cknowledging these distinctions, it may be beneficial for a drum circle facilitator to introduce elements of African music (culturally specific rhythms, processes, and concepts) for the sake of enhancing the musi- cal skills, cultural knowledge, and social experience Aof the participants in a drum circle. -
Connecting Orff Schulwerk and Balinese Gamelanаа
Connecting Orff Schulwerk and Balinese Gamelan CAIS Workshop presented by Elisabeth Crabtree, March 9, 2015 e[email protected] or e[email protected] What is Gamelan? Gamelan refers to a set of Balinese instruments that form up a percussion orchestra (metallophones, bamboo xylophones, gongs, drums, other percussion, and the bamboo flute). It also refers to the style of Balinese music that is played upon the instruments. There are over 30 different types of Gamelan, with various tunings. Gamelan groups perform music to accompany dancers, masked dancers (topeng), and puppet shows (w ayang). There are also “sitting pieces” that are just for listening. The music can be both secular and sacred. Why Teach Gamelan? ➢ Translates easily to Orff Instruments, recorder, and small percussion ➢ Uses cycles and ostinatos, music like the elemental style of Orff ➢ Offers opportunities for differentiated instruction ➢ Teaches cultural awareness and diversity ➢ Has direct applications to many 5th grade California State Standards ➢ It has influenced many composers such as Debussy, Satie, Lou Harrison & others ➢ It’s fun and enjoyable! Students love it and remember it many years later Warm Up Hocket Game 123 (ClapStompSnap) ● With a partner, trade off counting to three. Groups of three are no good for this game. ● Add a clap every time someone says “one.” Next add a stomp for “two” and finally a snap for “three.” Celebrate if you make a mistake, and start again. ● Variation: take out the words and only do body percussion ● Celebrate whenever you make a mistake and try again, increasing the speed ● Point out the pattern: The person who starts says “132” and the second person says “213.” ● Final practice phase, two large groups performing the body percussion piece in hocket Hocket Game: Speaking a Rhyme Tell a nursery rhyme with a partner; alternate each person saying a stanza or phrase. -
(Lyrcd 7179) Gamelan Music of Bali Gamelan Angklung And
(LYRCD 7179) GAMELAN MUSIC OF BALI GAMELAN ANGKLUNG AND GAMELAN GONG KEBYAR RECORDINGS AND REVISED NOTES BY RUBY ORNSTEIN © 2011 Ruby Ornstein TRACKS 1. Topeng Tua – perforMed by GaMelan Angklung, Mas – 3:14 2. Kebyar Teruna – perforMed by Gunung Sari, Peliatan – 13:49 3. 3. Tabuhan Joged – perforMed by GaMelan Angklung, Jineng DalaM Selatan – 7:37 4. Segara Madu – perforMed by GaMelan Angklung, Sayan – 3:12 5. Lagu No. 2 – perforMed by GaMelan Angklung, Jineng DalaM Selatan – 6:27 6. GaMbang Suling – perforMed by GaMelan Gong Kebyar, Kedis Kaja – 8:58 7. Hujan Mas – perforMed by Gunung Sari, Peliatan – 6:35 NOTES Bali, one of the several thousand islands forMing the Republic of Indonesia, has long been faMous for its gaMelan Music. A tiny Hindu Minority in a predoMinantly MosleM land, the Balinese enjoy a way of life filled with an incredible nuMber of teMple celebrations and life‐cycle cereMonies, all of which require Music. In earlier tiMes when the Balinese rajas still Maintained splendid palaces, they supported large nuMbers of Musicians and dancers for gaMelan that belonged to their courts. Nowadays, with Most palaces reduced to a Mere shadow of their forMer Magnificence, their orchestras have been pawned or sold, and Musical activity is chiefly at the village level. GaMelan instruMents are owned by a village, a banjar (a sub‐section of a village), or by Musicians theMselves. In any case, the players forM a club to regulate their activities. And, if Money and leisure tiMe are less abundant than forMerly, and fewer gamelan clubs are active now than before 1940, there are still nearly 20 different kinds of gaMelan in Bali. -
Orff-Schulwerk the Instruments
DESCRIPTIONS AND PLAYING TECHNIQUE Bar Instruments The glockenspiel has a clear, bright silvery sound that can be heard through a full background of other instruments. The refined steel STUDIO 49 bars last longer in sound than the wooden bars of a xylophone and are therefore less well suited for very fast passages. As with all bar instruments the sound quality can be varied by using different textures of mallets. As a rule the glockenspiel mallets are made of hard wood or rubber. We distinguish between soprano and alto glockenspiels, single row (diatonic) and double row (chromatic). The xylophone has a distinctive gentle sound and is one of the most versatile instruments of all. We separate them into three voices: soprano, alto and bass, covering a range of almost four octaves. The most useful and suitable for childrens' voices is the alto xylophone with its compass of c1 - a2. It is a choice solo instrument but can also be used in unlimited numbers with all other instruments. In short it is the most ideal musical instrument for group music making, an instrument with rich, dynamic possibilities for expression with no problems of playing technique, suitable for all ages from preschool to senior citizens. The soprano xylophone sounds an octave higher, and has a somewhat sharper and drier sound. The bass xylophone is notated from c1 - a2, but sounds an octave lower (C - a1.. Music is very often notated today in the bass clef "at pitch." The bass xylophone has a very important function in our "orchestra." It is the foundation, the sustaining basis on which all other instruments can build. -
Music Teacher(S): Mr
Hearts Irving Remote Learning Packet NB: Please keep all work produced this week. Details regarding how to turn in this work will be forthcoming. April 6-10, 2020 Course: Music Teacher(s): Mr. Zuno [email protected] Weekly Plan: Monday, April 6 ⬜ Read Ch 2 - Pitch, Dynamics, and Tone Color (pp. 12-18) for 12 minutes ⬜Summarize: Write a summary for 8 minutes (instructions below). ⬜Check your work: Also, please go through the Week 1 answers and check your work for accuracy. If you have any questions, please let me know so I can explain or clarify. Tuesday, April 7 ⬜ Read: Ch 2 - Pitch, Dynamics, and Tone Color (pp. 18-24) for 12 minutes ⬜Summarize: Write a summary for 8 minutes (instructions below) Wednesday, April 8 ⬜ Listen to WRR 101.1 for 15 minutes and follow the next step. ⬜ Write a short paragraph on the music you heard on the radio (instructions below). Thursday, April 9 ⬜ Please answer the questions about For the Beauty of the Earth. ⬜ Please answer the questions about Morning Has Broken. Friday, April 10 No school! Statement of Academic Honesty I affirm that the work completed from the packet I affirm that, to the best of my knowledge, my is mine and that I completed it independently. child completed this work independently _______________________________________ _______________________________________ Student Signature Parent Signature Details for each assignment: Monday, April 6 1) Read Ch 2 - Pitch, Dynamics, and Tone Color (pp. 12-18) for 12 minutes Look for terms like: frequency, pitch, and noise, as well as amplitude, forte, piano, mezzo, tone color, and timbre. -
Metal-O-Phone
MeTal-O-PHoNe Benjamin Flament > vibraphone Joachim Florent > double bass Elie Duris > drums Distortion, feedback, delay. All once the exclusive property of guitarists but no more, and their usage has opened up intriguing possibilities across the instrumental spectrum. In applying them to the vibraphone, Benjamin Filament has found sound something wild in the heart of an instrument so often typecast as polite and mannered. The bright colours have given way to darker matter, buzzing with overtones and ambiguous pitches, and spiritually connecting the vibes back to its distant relatives like the Javanese gamelan, Tibetan singing bowls and African thumb pianos. The other two thirds of MeTaL-O-PHoNe have responded accordingly, and bassist Joachim florent and drummer Elie Duris give no quarter in creating a swirling tempest of rhythms and textures that’s perfectly in sync with this altered percussive landscape. www.collectifcoax.com/metalophone www.myspace.com/metalophone video links: http://liveweb.arte.tv/fr/video/Jazz_Migration___MeTaL-O-PhoNe/ http://www.dailymotion.com/video/xdlhht_steve-reich-in-babylone_music MeTal-O-PHoNe at 12 points Festival - May 2011 Irish Times (Laurence Mackin) The organisers at 12 Points seem to have made a conscious decision to make the middle act the most intriguing. They tend to be the act that on paper sound the oddest, and here lies the greatest potential for fireworks (or, indeed, damp squibs). Happily, Parisian outfit Metal-O-PHoNe (there is a tendency among jazz acts to hyphenate like they are soloing with punctuation) were definitely of the fiery variety Total metallers Mention vibraphones, and people perhaps think of gentle, contemplative music making – not here. -
English Language, Large Print
ENGLISH LANGUAGE, LARGE PRINT Ancient Bells RESOUND of China Resound: Ancient Bells of China Bells were among the first metal objects created in China. Beginning over 3,500 years ago, small, primitive noisemakers grew into gongs and further evolved into sets of hand bells for playing melodies. Centuries of technological experimentation later resulted in sophisticated bells that produced two pitches when struck at different spots. Variations in size, shape, decoration, and sound also reveal regional differences across north and south China. By the late Bronze Age large sets of tuned bells were played in ensemble performances in both areas. Cast from bronze, these durable instruments preserve valuable hints about the character of early Chinese music. Today we can use technology to explore these ancient bells and to explain their acoustical properties, but we know little about the actual sound of this early music. To bring the bells to life, we commissioned three composers to create soundscapes using the recorded tones of a 2,500‐ year‐old bell set on display. Each of them also produced a video projection to interpret his composition with moving images that allow us to "see sound." Unless otherwise indicated, all of these objects are from China, are made of bronze, and were the gift of the Dr. Paul Singer Collection of Chinese Art of the Arthur M. Sackler Gallery, Smithsonian Institution; a joint gift of the Arthur M. Sackler Foundation, Paul Singer, the AMS Foundation for the Arts, Sciences, and Humanities, and the Children of Arthur M. Sackler. 2 Symbols of Refinement Chinese regional courts competed with one another on the battlefield and on the music stage. -
Research Best Practices
Research Best Practices Instrumental Language and ICT Resources Content and Language Integrated Learning 1 2 RESEARCH BEST PRACTICES INSTRUMENTAL LANGUAGE AND ICT RESOURCES FOR CONTENT AND INTEGRATED LANGUAGE LEARNING An Educational Proposal by Marta Calleja Bautista CONTENT: Music LEVEL: Secondary 3 Research Best Practices CLIL and ICT Group http://www.uv.es/clil University of Valencia Copyleft, 2016 – Marta Calleja Bautista 4 5 The musical instruments BASIC DESCRIPTORS ............................................................................................................ 7 UNIT DESCRIPTORS ......................................................................................................... 7 LESSON DESCRIPTORS ................................................................................................. 10 ABSTRACT ............................................................................................................................ 12 CONTENT .............................................................................................................................. 13 GLOSSARY (A – Z) ............................................................................................................... 16 INDEX ..................................................................................................................................... 19 SELF-ASSESSMENT............................................................................................................. 22 DOUBLE BLIND PEER REVIEW ...................................................................................... -
Score and Parts
Lightning Field (2015) John Mackey only use Commissioned by the Patrick Marsh Middle School School Bands, Chris Gleason, Director perusal Copyright © 2015 Osti Music, Inc. WWW.OSTIMUSIC.COM only use perusal Instrumentation 2 Flutes Oboe(s) Bassoon(s) 2 Clarinets in Bb Bass Clarinet in Bb Contra-alto / Contrabass Clarinet (optional) 2 Alto Saxes Tenor Sax Baritone Sax 2 Trumpets in Bb French Horns 2 Trombones Euphonium Tuba Prepared Piano (with light-weight chain or glass rods placedonly on the strings - optional, but strongly preferred) Percussion: 3 Thunder Tubes (can be purchased or made),use spread antiphonally behind the audience (left, center, right) if possible (can be placed on far sides of stage if necessary) Timpani Xylophone Marimba Vibraphone Tambourine 4 Tom-Toms perusal Triangle and 3 suspended cymbals (splash, China, suspended crash) Bass drum only use perusal Lightning Field John Mackey for Davy Rakowski q = 60 œ œ œ œ œ ˙ ˙ Flute 1 b œ œ œ œ & b ∑ ∑ w Ó Œ Ó p f P f p Flute 2 b ˙ ˙ & b ∑ ∑ w ∑ ∑ Ó Ó p f F p Oboe b ˙ ˙ ˙ & b ∑ ∑ ∑ ∑ Ó Ó Œ œ 4 P F P Bassoon ? bb ∑ ∑ Ó ∑ Ó w sub.˙ w sub.˙ 4 f p f p B Clarinet 1 b w w & ∑ ∑ sub.˙ Ó œ ˙ œ sub.˙ Ó p f p P p f p B Clarinet 2 b & ∑ ∑ w Ó ∑ w Ó p f sub.˙ p f sub.˙ Bass Clarinet p p & ∑ ∑ Ó ∑ Ó w sub.˙ w sub.˙ 4 f p f p Contrabass Clarinet ∑ ∑ Ó ∑ Ó (optional) & only 4 w sub.˙ w sub.˙ f p f p 1. -
Detailed Instrument List & Descriptions
DIRECTORY OF INSTRUMENTS IN GARRITAN WORLD INSTRUMENTS 66 THE WIND INSTRUMENTS ARIA name: Description: Controls: Africa Arghul The Arghul is a reed woodwind instrument that Vel (attack), MW consists of two asymmetrical pipes. One pipe, (vol/eq), Porta, a chanter with between five and seven finger Lgth, VAR1, holes, is dedicated to the melody. The second VAR2, FiltLv, pipe, longer than the first, produces a drone. FiltFq, VibSpd, Arghuls come in different sizes and are played in Vib Amt, AirNs, Egypt and surrounding regions. Fluttr, Auto- • Range: C3- C6 Legato, BndSpd, Keyswitches Mijwiz 1 The Mijwiz is a traditional instrument of Egypt Vel (attack), MW and is one of the oldest wind instruments. Its (vol/eq), Porta, name means “dual” as it consists of two short Lgth, VAR1, bamboo reed pipes tied together. Instead of hav- VAR2, FiltLv, ing a separate reed attached to a mouthpiece, FiltFq, VibSpd, the reed in the Mijwiz is a vibrating tongue Vib Amt, AirNs, made from a slit cut into the wall of the instru- Fluttr, Auto- ment itself. Legato, BndSpd, • Range: C3 - C6 Keyswitches Mijwiz 2 Another Mijwiz instrument with a different Vel (attack), MW range and character. (vol/eq), Porta, • Range: C4 - C6 Lgth, VAR1, VAR2, FiltLv, FiltFq, VibSpd, Vib Amt, AirNs, Fluttr, Auto- Legato, BndSpd, Keyswitches A User’s Guide to Garritan World Instruments THE WIND INSTRUMENTS ARIA name: Description: Controls: China Bawu The Bawu is a side-blown wind instrument Vel (attack), MW found throughout China. Although it re- (vol/eq), Porta, Lgth, sembles a flute, it is actually a reed instrument.