Deconstructing Chaos: the Role of Pitch Hierarchy in Music Perception Gabrielle Stetz Chapman University, [email protected]
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Space Vector Modulated Hybrid Series Active Filter for Harmonic Compensation
space vector modulated Hybrid Series Active Filter for Harmonic Compensation Sushree Diptimayee Swain∗, Pravat Kumar Ray† and Kanungo Barada Mohanty‡ Department of Electrical Engineering National Institute of Technology, Rourkela, Rourkela-769 008, India ∗[email protected] †[email protected] ‡[email protected] Abstract—This paper deals with the implementation of Hy- nomenon between the PPFs and source impedance. But the brid Series Active Power Filter (HSAPF) for compensation of usage of only APFs is a very costly solution because it needs harmonic voltage and current using Space Vector Pulse Width comparatively very large power converter ratings. Considering Modulation (SVPWM) technique. The Hybrid control approach based Synchronous Reference Frame(SRF) method is used to the merits of PPFs and APFs, Hybrid Active Power Filters are generate the appropriate reference voltages for HSAPF to com- designed HAPFs [9], [10] are very much efficient for reactive pensate reactive power. This HSAPF uses PI control to the outer power and harmonic compensation. The design of HAPFs are DC-link voltage control loop and SVPWM to the inner voltage based on cutting-edge power electronics technology, which control loop. The switching pattern for the switching of the includes power conversion circuits, semiconductor devices, inverter of series active power filter in HSAPF is generated using SVPWM technique. The proposed HSAPF is verified through analog/digital signal processing, voltage/current sensors and MATLAB Simulink version R2010 for SRF control -
The Bach Experience
MUSIC AT MARSH CHAPEL 10|11 Scott Allen Jarrett Music Director Sunday, December 12, 2010 – 9:45A.M. The Bach Experience BWV 62: ‘Nunn komm, der Heiden Heiland’ Marsh Chapel Choir and Collegium Scott Allen Jarrett, DMA, presenting General Information - Composed in Leipzig in 1724 for the first Sunday in Advent - Scored for two oboes, horn, continuo and strings; solos for soprano, alto, tenor and bass - Though celebratory as the musical start of the church year, the cantata balances the joyful anticipation of Christ’s coming with reflective gravity as depicted in Luther’s chorale - The text is based wholly on Luther’s 1524 chorale, ‘Nun komm, der Heiden Heiland.’ While the outer movements are taken directly from Luther, movements 2-5 are adaptations of the verses two through seven by an unknown librettist. - Duration: about 22 minutes Some helpful German words to know . Heiden heathen (nations) Heiland savior bewundert marvel höchste highest Beherrscher ruler Keuschheit purity nicht beflekket unblemished laufen to run streite struggle Schwachen the weak See the morning’s bulletin for a complete translation of Cantata 62. Some helpful music terms to know . Continuo – generally used in Baroque music to indicate the group of instruments who play the bass line, and thereby, establish harmony; usually includes the keyboard instrument (organ or harpsichord), and a combination of cello and bass, and sometimes bassoon. Da capo – literally means ‘from the head’ in Italian; in musical application this means to return to the beginning of the music. As a form (i.e. ‘da capo’ aria), it refers to a style in which a middle section, usually in a different tonal area or key, is followed by an restatement of the opening section: ABA. -
Kisd Band Ms 3 Curriculum Year at a Glance
KISD BAND MS 3 CURRICULUM YEAR AT A GLANCE TEXT: Essential Elements for Band THE LEARNER WILL: 1st 9-Weeks 2nd 9-Weeks 3rd 9-Weeks 4th 9-Weeks Identify, define, write, and analyze whole, half, quarter, paired and single Identify, define, write, and analyze all previously learned elements adding eighth, sixteenth, dotted half, and dotted quarter notes with corresponding 9/8, 12/8, and 5/4 time signatures and the keys of G and Db. (1B, 1D, 1C, rests in simple time and dotted quarters and triplets in compound time; 2B, 3F) multi-measure rests; repeat, first and second endings, da capo al fine, dal segno al fine, da capo al coda, dal segno al coda; dynamics (pp-ff); staccato, Identify, define, write and analyze all previously learned elements in addition to the following: largo-presto, sforzando, fortepiano, chord structures legato, accent, marcato; crescendo, decrescendo; 2/4, 3/4 ,4/4, 2/2, 6/8; keys and tuning in a major key. (1B, 1D, 1C, 2B, 3F) of Bb, Eb, F; instrument names; musical forms; fermata; andante, moderato, ritardando, accelerando, largo, adagio, allegro. (1B, 1D, 1C, 2B, 3F) Perform a 2 octave chromatic scale with correct pitch, fingerings, and Perform from memory a 2 octave chromatic scale with correct pitch, Perform from memory a 2 octave chromatic scale with correct pitch, Perform from memory a 2 octave chromatic scale with correct pitch, accurate intonation. (1B) fingerings, and accurate intonation (quarter = 80bpm utilizing an eighth fingerings and accurate intonation (quarter = 100bpm utilizing an eighth fingerings, and accurate intonation (quarter = 100bpm utilizing a triplet note pattern). -
The Baroque. 3.3: Vocal Music: the Da Capo Aria and Other Types of Arias
UNIT 3: THE BAROQUE. 3.3: VOCAL MUSIC: THE DA CAPO ARIA AND OTHER TYPES OF ARIAS EXPLANATION 3.3: THE DA CAPO ARIA AND OTHER TYPES OF ARIAS. THE ARIA The aria in the operas is the part sung by the soloist. It is opposed to the recitative, which uses the recitative style. In the arias the composer shows and exploits the dramatic and emotional situations, it becomes the equivalent of a soliloquy (one person speach) in the spoken plays. In the arias, the interpreters showed their technique, they showed off, even in excess, which provoked a lot of criticism from poets and musicians. They were often sung by castrati: soprano men undergoing a surgical operation so as not to change their voice when they grew up. One of them, the most famous, Farinelli, acquired international fame for his great technique and vocal expression. He lived twenty-five years in Spain. THE DA CAPO ARIA The Da Capo aria is a vocal work in three parts or sections (tripartite form). It began to be used in the Baroque in operas, oratorios and cantatas. The form is A - B - A, the last part being a repetition of the first. 1. The first section is a complete musical entity, that is to say, it could be sung alone and musically it would have complete meaning since it ends in the tonic. The tonic is the first grade or note of a scale. 2. The second section contrasts with the first section in tonality, texture, mood and sometimes in tempo (speed). 3. -
Beyond Music and Beyond Words: a Psychoanalytic Inquiry
STUDIJE O MUZIČKOJ UMETNOSTI/STUDIES ON MUSIC Miloš Zatkalik UDC 78.01 Univerzitet umetnosti u Beogradu doi:10.5937/ZbAkUm1801089Z Fakultet muzičke umetnosti Original scientific paper Aleksandar Kontić Visoka škola likovnih i primenjenih umetnosti u Beogradu. Beyond music and beyond words: A psychoanalytic inquiry Abstract. Relationships between language and music have always been lively and dynamic, from their syncretic unity in rituals, to setting text to music, verbal accounts of musical works, musicalization of literature, to abundance of linguistic and literary metaphors in discourse about music. Both language and music unfold in time; both possess a hierarchy of elements that are combined according to a set of rules. This paper will first indicate some linguistic (primarily syntactic) concepts that inform music theory. An analogy can also be established between the Chomskyan concept of the deep structure of language and Schenkerian Ursatz. Music, however, is not always organized along the lines of syntactic hierarchy. Music is also capable of simultaneity in a way inaccessible to language. In order to negotiate this ambiguous relationship between music and language, we invoke the psychoanalytic model of the mind. It postulates that the archaic experience of the world is associated with the auditory sphere. This auditory, pre-verbal mode of conceiving the world will gradually yield to subsequent developmental phases: the visual, and then verbal communication. The deep structure of music is necessarily analogous to verbal structures. However, owing to its pre-verbal origin, music is also organized according to the more archaic modes of mental functioning. For instance: the precepts of logic do not apply; music allows condensation much more readily than language. -
Music Braille Code, 2015
MUSIC BRAILLE CODE, 2015 Developed Under the Sponsorship of the BRAILLE AUTHORITY OF NORTH AMERICA Published by The Braille Authority of North America ©2016 by the Braille Authority of North America All rights reserved. This material may be duplicated but not altered or sold. ISBN: 978-0-9859473-6-1 (Print) ISBN: 978-0-9859473-7-8 (Braille) Printed by the American Printing House for the Blind. Copies may be purchased from: American Printing House for the Blind 1839 Frankfort Avenue Louisville, Kentucky 40206-3148 502-895-2405 • 800-223-1839 www.aph.org [email protected] Catalog Number: 7-09651-01 The mission and purpose of The Braille Authority of North America are to assure literacy for tactile readers through the standardization of braille and/or tactile graphics. BANA promotes and facilitates the use, teaching, and production of braille. It publishes rules, interprets, and renders opinions pertaining to braille in all existing codes. It deals with codes now in existence or to be developed in the future, in collaboration with other countries using English braille. In exercising its function and authority, BANA considers the effects of its decisions on other existing braille codes and formats, the ease of production by various methods, and acceptability to readers. For more information and resources, visit www.brailleauthority.org. ii BANA Music Technical Committee, 2015 Lawrence R. Smith, Chairman Karin Auckenthaler Gilbert Busch Karen Gearreald Dan Geminder Beverly McKenney Harvey Miller Tom Ridgeway Other Contributors Christina Davidson, BANA Music Technical Committee Consultant Richard Taesch, BANA Music Technical Committee Consultant Roger Firman, International Consultant Ruth Rozen, BANA Board Liaison iii TABLE OF CONTENTS ACKNOWLEDGMENTS .............................................................. -
ISSN -2347-856X ISSN -2348-0653 International Journal of Business and Administrati
Research Paper IJBARR Impact Factor: 3.072 E- ISSN -2347-856X ISSN -2348-0653 MUSIC IS AN ART AND SCIENCE Prof. P.Thenmozhi Associate Professor and Head, Department of Home Science, Seethalakshmi Ramaswami College, Tiruchirappalli,,India. Music is an art form whose medium is sound and silence. Its common elements are pitch (science which governs melody and harmony), rhythm (and its associated concepts tempo, meter, and articulation), dynamics, and the sonic qualities of timbre and texture. The word derives from Greek μουσική (mousike; "art of the Muses").The creation, performance, significance, and even the definition of music vary according to culture and social context. Music ranges from strictly organized compositions (and their recreation in performance), through improvisational music to aleatoric forms. Within the arts, music may be classified as a performing art, a fine art, and auditory art. It may also be divided among art music and folk music. There is also a strong connection between music and mathematics (Talas-counts). Music may be played and heard live, may be part of a dramatic work or film, or may be recorded. Music is a miniature of the harmony of the whole universe, for the harmony of the universe is life itself, and humans, being a miniature of the universe, show harmonious and inharmonious chords in their pulsations, in the beat of their hearts, in their vibration, rhythm and tone. Their health or illness, their joy or discomfort, all show the music or lack of music in their life.Tanjore is to Carnatic Music where Germany is to Western Music. Music is the language of our soul and the soul is the residence of our spirituality. -
Musical Acoustics - Wikipedia, the Free Encyclopedia 11/07/13 17:28 Musical Acoustics from Wikipedia, the Free Encyclopedia
Musical acoustics - Wikipedia, the free encyclopedia 11/07/13 17:28 Musical acoustics From Wikipedia, the free encyclopedia Musical acoustics or music acoustics is the branch of acoustics concerned with researching and describing the physics of music – how sounds employed as music work. Examples of areas of study are the function of musical instruments, the human voice (the physics of speech and singing), computer analysis of melody, and in the clinical use of music in music therapy. Contents 1 Methods and fields of study 2 Physical aspects 3 Subjective aspects 4 Pitch ranges of musical instruments 5 Harmonics, partials, and overtones 6 Harmonics and non-linearities 7 Harmony 8 Scales 9 See also 10 External links Methods and fields of study Frequency range of music Frequency analysis Computer analysis of musical structure Synthesis of musical sounds Music cognition, based on physics (also known as psychoacoustics) Physical aspects Whenever two different pitches are played at the same time, their sound waves interact with each other – the highs and lows in the air pressure reinforce each other to produce a different sound wave. As a result, any given sound wave which is more complicated than a sine wave can be modelled by many different sine waves of the appropriate frequencies and amplitudes (a frequency spectrum). In humans the hearing apparatus (composed of the ears and brain) can usually isolate these tones and hear them distinctly. When two or more tones are played at once, a variation of air pressure at the ear "contains" the pitches of each, and the ear and/or brain isolate and decode them into distinct tones. -
Mto.95.1.4.Cuciurean
Volume 1, Number 4, July 1995 Copyright © 1995 Society for Music Theory John D. Cuciurean KEYWORDS: scale, interval, equal temperament, mean-tone temperament, Pythagorean tuning, group theory, diatonic scale, music cognition ABSTRACT: In Mathematical Models of Musical Scales, Mark Lindley and Ronald Turner-Smith attempt to model scales by rejecting traditional Pythagorean ideas and applying modern algebraic techniques of group theory. In a recent MTO collaboration, the same authors summarize their work with less emphasis on the mathematical apparatus. This review complements that article, discussing sections of the book the article ignores and examining unique aspects of their models. [1] From the earliest known music-theoretical writings of the ancient Greeks, mathematics has played a crucial role in the development of our understanding of the mechanics of music. Mathematics not only proves useful as a tool for defining the physical characteristics of sound, but abstractly underlies many of the current methods of analysis. Following Pythagorean models, theorists from the middle ages to the present day who are concerned with intonation and tuning use proportions and ratios as the primary language in their music-theoretic discourse. However, few theorists in dealing with scales have incorporated abstract algebraic concepts in as systematic a manner as the recent collaboration between music scholar Mark Lindley and mathematician Ronald Turner-Smith.(1) In their new treatise, Mathematical Models of Musical Scales: A New Approach, the authors “reject the ancient Pythagorean idea that music somehow &lsquois’ number, and . show how to design mathematical models for musical scales and systems according to some more modern principles” (7). -
The Ten Violin Concertos of Charles-Auguste De Beriot: a Pedagogical Study
Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1994 The eT n Violin Concertos of Charles-Auguste De Beriot: A Pedagogical Study. Nicole De carteret Hammill Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Hammill, Nicole De carteret, "The eT n Violin Concertos of Charles-Auguste De Beriot: A Pedagogical Study." (1994). LSU Historical Dissertations and Theses. 5694. https://digitalcommons.lsu.edu/gradschool_disstheses/5694 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 Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps. -
The Creation of Consonance: How Musical Context Influences Chord Perception
The Creation of Consonance: How Musical Context Influences Chord Perception Yuko Arthurs A thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy Department of Music The University of Sheffield August 2015 Abstract This PhD study investigates how our perception of musical chords, both in isolation and in musical context, is influenced and shaped by our knowledge of the tonal hierarchy and tonal syntax in terms of consonance/dissonance, pleasantness/unpleasantness, stability/instability, and relaxation/tension. Six experiments were conducted to gather behavioural data on the perception of chords from listeners with varying levels of musical training and experience. The first study is principally concerned with the influence of frequency of occurrence on the perception of twelve types of chord in isolation, including both triads and tetrads. It also examines to what extent factors besides frequency of occurrence, namely listener familiarity with the timbre in which chords are played and the acoustic features of chords, predict listener perception. The second and third studies concern the perception of chords in musical context. The second study focuses on musical contexts in which diminished and augmented chords appear, and on the harmonic functions of chords in short sequences of IV-V-I. Using sequences containing an augmented chord, the third study investigates the ways in which a non-diatonic tone can be anchored by its succeeding tone, and considers how the perception of these sequences is influenced by the harmonic function of its succeeding chord. These studies all reveal that the way in which chords and chord sequences are perceived is not completely predetermined by their acoustic, physical dimension. -
Explore Music 7–9: Appendices
Explore Music 7–9: Appendices Explore Music 7–9: Appendices (Revised 2020) Page 1 Explore Music 7–9: Appendices (Draft 2011) Page 2 Contents Appendices Appendix A: The Art of Practicing ....................................................................................... 5 Appendix B: Planning Charts ............................................................................................... 16 Appendix C: Listening to Music ........................................................................................... 20 Appendix D: Assessment Resources .................................................................................... 22 Appendix E: Creating Music Using Graphic Notation ......................................................... 39 Appendix F: Composition Resources ................................................................................... 50 Appendix G: The Physical Environment .............................................................................. 53 Appendix H: Advocacy — Why We Teach Music ............................................................... 55 Explore Music 7–9: Appendices (Draft 2011) Page 3 Explore Music 7–9: Appendices (Draft 2011) Page 4 Appendix A: The Art of Practicing Adapted (with permission) from How to Practice Your Band Music by Jack Brownell Note: Teachers may find the information in this appendix to be useful in encouraging students to practice. The goal of this information is to help guide you in learning how to practice. You will be more effective if you plan what to achieve