The Art of the Commonplace: Found Sounds in Compositional Practice
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Lesson Plan: Found Object Artworks Transforming Ordinary Objects
Found Object Artworks Transforming Ordinary Objects Overview: After completing this activity, students will be better able to understand the importance of materials and the juxtaposition of objects in the creative process. They will also develop or refine critical thinking skills. Age Group/Grade: 8-10 years, grades 3-5 Subject Area: Visual Arts, Language Arts Duration: approximately 40 min. Background Unidentified artist, “MINUTE MAID” Articulated Figure, A found object is a natural or man-made item that an artist or ca.1950s, "Minute Maid" his/her associates identifies as having some aesthetic value. orange juice can, carved and painted wood, and turned Artists may choose to change parts of found objects or may iron, 10 1/2 x 3 1/2 x 2 3/4 leave them whole before incorporating them into larger works. in., Gift of Herbert Waide Hemphill, Jr., and museum Discussion purchase made possible by Ralph Cross Johnson, Share with students “MINUTE MAID” Articulated Figure, which is 1986.65.277. made of a Minute Maid orange juice can, carved wood, and Using the back of their sketch, have students use descriptive turned iron. Begin your conversation with the following ques- language to give a single object five different meanings. For tions: example, a plastic pen cap might be described as: The artist created part of this artwork from a juice can. How A tall top hat for a gentleman fairy off to a dance; has the artist changed that can? Which changes altering the A pirate’s peg leg for walking the plank; can to look like clothing are particularly effective? One of many petals, fallen and curling in the sun; Explain that this figure is similar to a “limberjack.” Makers of The extra long snout of a dachshund; these dancing dolls would create jointed figures and attach them A candle waiting for a match. -
Global Music Theory: Issues, Possibilities, and Fundamental Concepts
Chapter 1 Global Music Theory: Issues, Possibilities, and Fundamental Concepts Global Musicianship: Imperative and Dilemma This book does not purport to constitute a theory for all music. It is not a work of ethnomusicology. Nor is it a study in natural science or mathematics, though it does draw on basic ideas from those disciplines, especially from acoustics and human perceptual theory. Those looking for validation of the concepts and methods in this book by means of formal proofs will likely be disappointed. Rather, this is a book by a musician for musicians, one that attempts to address an increasingly pressing problem in an age of what might be called “global musicianship”: how to offer a practical approach to analytical understanding that might be useful for a very wide variety of musics, and which is at the same time manageable for the purposes of music education, especially at the collegiate level. In the remarkable introduction to his book Analytical Studies in World Music, composer, theorist and ethnomusicologist Michael Tenzer astutely notes that: In coming years it is conceivable that we will want a world music theory … [and] it would have to be an umbrella set of practical concepts for teaching … The purpose of such a theory would be in the first place to start making sense of our complex cross-cultural musical selves and perceptions. We are often told of the world’s vast and rapid changes but rarely advised on how to make sense of them as musicians. A world music theory would be a response to economic and cultural transformation making it desirable for musicians to acquire competence not just passively hearing, but contemplating and integrating any music. -
Resolution May/June 08 V7.4.Indd
craft Horn and Downes briefl y joined legendary prog- rock band Yes, before Trevor quit to pursue his career as a producer. Dollar and ABC won him chart success, with ABC’s The Lexicon Of Love giving the producer his fi rst UK No.1 album. He produced Malcolm McLaren and introduced the hitherto-underground world of scratching and rapping to a wider audience, then went on to produce Yes’ biggest chart success ever with the classic Owner Of A Lonely Heart from the album 90125 — No.1 in the US Hot 100. Horn and his production team of arranger Anne Dudley, engineer Gary Langan and programmer JJ Jeczalik morphed into electronic group Art Of Noise, recording startlingly unusual-sounding songs like Beat Box and Close To The Edit. In 1984 Trevor pulled all these elements together when he produced the epic album Welcome To The Pleasuredome for Liverpudlian bad-boys Frankie Goes To Hollywood. When Trevor met his wife, Jill Sinclair, her brother John ran a studio called Sarm. Horn worked there for several years, the couple later bought the Island Records-owned Basing Street Studios complex and renamed it Sarm West. They started the ZTT imprint, to which many of his artists such as FGTH were signed, and the pair eventually owned the whole gamut of production process: four recording facilities, rehearsal and rental companies, a publisher (Perfect Songs), engineer and producer management and record label. A complete Horn discography would fi ll the pages of Resolution dedicated to this interview, but other artists Trevor has produced include Grace Jones, Propaganda, Pet Shop Boys, Band Aid, Cher, Godley and Creme, Paul McCartney, Tina Turner, Tom Jones, Rod Stewart, David Coverdale, Simple Minds, Spandau Ballet, Eros Ramazzotti, Mike Oldfi eld, Marc Almond, Charlotte Church, t.A.T.u, LeAnn Rimes, Lisa Stansfi eld, Belle & Sebastian and Seal. -
Bottle Caps to Old Shoes
Colorado Teacher-Authored Instructional Unit Sample Visual Arts 8th Grade Unit Title: Bottle Caps to Old Shoes INSTRUCTIONAL UNIT AUTHORS Delta County School District Anna Lee Couch Falcon School District Dana Orton Platte Canyon School District Jennifer Walsh Cherry Creek School District Diane Wright Colorado State University Patrick Fahey, PhD BASED ON A CURRICULUM OVERVIEW SAMPLE AUTHORED BY Jefferson County School District Elizabeth Buhr Weld County RE-1 School District Colorado’s District Sample Curriculum Project Marilee Mason-Shipp This unit was authored by a team of Colorado educators. The template provided one example of unit design that enabled teacher- authors to organize possible learning experiences, resources, differentiation, and assessments. The unit is intended to support teachers, schools, and districts as they make their own local decisions around the best instructional plans and practices for all students. DATE POSTED: MARCH 31, 2014 Colorado Teacher-Authored Sample Instructional Unit Content Area Visual Arts Grade Level 8th Grade Course Name/Course Code Standard Grade Level Expectations (GLE) GLE Code 1. Observe and Learn to 1. Conceptual art theories explain how works of art are created VA09-GR.8-S.1-GLE.1 Comprehend 2. The history of art, world cultures, and artistic styles influence contemporary art concerns VA09-GR.8-S.1-GLE.2 3. Art criticism strategies are used to analyze, interpret, and make informed judgments about works of art VA09-GR.8-S.1-GLE.3 2. Envision and Critique to 1. Visual literacy skills help to establish personal meaning and artistic intent in works of art VA09-GR.8-S.2-GLE.1 Reflect 2. -
Here Composers and Creators of the Music Pieces in the Concert Programme Have Been Invited to Publish an Extended Abstract of Their Work
music procee dings Music Proceedings of the International Conference on New Interfaces for Musical Expression, NIME’19, June 3-6, 2019, Porto Alegre, Brazil Edited by Federico Visi 0 Table of Contents I. Introduction II. NIME 2019 Concert Program III. List of Program Committee Members 1. Bad Mother / Good Mother - an audiovisual performance 2. Borrowed Voices 3. colligation 4. DIY BIONOISE 5. FlexSynth – Blending Multi-Dimensional Sonic Scenes 6. Gira 7. iCons 8. MusiCursor 9. Pandemonium Trio perform Drone and Drama v2 10. Pythagorean Domino 11. River 12. Self-Built Instrument (sound performance) 13. Tanto Mar 14. Tempo Transversal – Flauta Expandida 15. Trois Machins de la Grâce Aimante (Coretet no. 1) 16. uncertain rhythms 17. Vrengt: A Shared Body-Machine Instrument for Music-Dance Performance 18. We Bass: inter(actions) on a hybrid instrument Music Proceedings of the International Conference on New Interfaces for Musical Expression NIME’19, June 3-6, 2019, Porto Alegre, Brazil I Introduction Porto Alegre, Brazil, 30 May 2019 Since NIME began nearly two decades ago, this is the first event where composers and creators of the music pieces in the concert programme have been invited to publish an extended abstract of their work. These documents, describing the aesthetic and technical characteristics of the music pieces, are collected here, in the Music Proceedings. We believe Music Proceedings are an important step towards a consistent and richer means of documenting the performances taking place at NIME. This will be a useful resource for researchers, and provides an alternative voice for contributors to speak about their artistic practice in NIME research. -
A Level Music
A level Music Areas of Study – Other Perspectives NB: updates to this document were made in April 2021 and these are highlighted in yellow. © artwork: Mark Bolitho | Origami photography Pearson Education Ltd/Justin Hoffman Introduction This qualification features a Component entitled Appraising. The purpose of this component is for students to develop their listening and appraising skills through the study of music across a variety of styles and genres. The content is grouped into six areas of study, containing either two or three set works. This component gives students the opportunity to reflect on, analyse and evaluate music in aural and/or written form. To achieve this objective, students need to use their knowledge and understanding of musical elements, context and language to make critical judgements about the repertoire and context of music within the areas of study. Students should also study a range of pieces beyond these set works. The suggested other musical pieces for each area of study (see Appendix 4 of the specification) provide students with breadth, enabling them to place their knowledge of musical elements, context and language in a wider context, and apply their knowledge and understanding to more pieces of music. The suggested other music can help students to relate their learning to music in the set works, but their study is not compulsory. Teachers can identify and teach other pieces of music to support their students’ learning. The following music and musicians are examples of how each of the areas of study can be approached from a diverse range of other perspectives. The pieces have been chosen to encourage students to think beyond the mainstream and over-represented composers and styles of music, and instead to consider alternative and less well-known types and origins of music. -
Towards a Definition of 'Music'
E:\M55\COURSES\musdef.fm 02-03-29 Towards a definition of ‘Music’ Taken from provisional course text ‘A Short Prehistory of Popular Music’ Philip Tagg, Institute of Popular Music, University of Liverpool, February-March 2002 What is ‘music’? ‘Music’: a culturally specific concept Although no society of which we have any knowledge has ever been without what we call music, the concept of music is by no means universal. Many cultures have no word equivalent to what we seem to mean by it. For example, the Tiv nation of West Africa and the Ewe of Togo and Eastern Ghana do not seem to have had much need to single out music as something needing a special word of its own any more than we Brits seem to be in need of three different words for the basic types of snow, each of which the Inuktitut language refines conceptually into several sub- categories.1 To be fair, it should be said that the Ewe do actually use the English word ‘music’, but only as an untranslated loan word to denote foreign phenomena like singing hymns or the sounds issuing from a cassette player or the radio. The music (in our sense of the word) they make themselves in traditional village life has no equivalent in the Ewe language. ‘Vù really means ‘drum’ and há is the word for club or association. A vù há is the club you belong to in the village. You could belong to a club with fast or slow drums, de- pending on your character and family. -
Noise in Music Or Music in Noise? a Short Discussion on the Incorporation of “Other” Sounds in Music Making
University of Alberta Noise in Music or Music in Noise? A Short Discussion on the Incorporation of “Other” Sounds in Music Making Essay Submitted as part of the Music History exam of the Qualifying Exams, for the degree of Doctor in Music Composition Faculty of Arts Department of Music by Nicolás Alejandro Mariano Arnáez Edmonton, Alberta January 2017 “We affirm that the world’s magnificence has been enriched by a new beauty: the beauty of speed. A racing car whose hood is adorned with great pipes, like serpents of explosive breath— a roaring car that seems to ride on grapeshot is more beautiful than the Victory of Samothrace.” (Marinetti 1909) Introduction When a physical source produces periodic or aperiodic vibrations in the air within a certain frequency, and there are human ears near by, they receive a meaning assigned by our brain. When we have the necessity of verbalize the sonic image produced by those vibrations, we need to choose a word available in our language that best describes what we felt sonically. Words associated with this practice of describing what we perceive are commonly “sound”, “noise”, “music”, “tone”, and such. The question is, what does make us to choose within one word or another? Many inquiries will arise if we analyze our selection. For example, if we say “that is music” we may be implying that music is not tone, or noise, or even sound! Personally speaking, I find a deep and intimate sensation of peace when hearing the sound of water moving in a natural environment, it generates that specific feeling on my human brain and body. -
A. Mosolov Complete Works for Solo Piano
A. MOSOLOV COMPLETE WORKS FOR SOLO PIANO OLGA ANDRYUSHCHENKO 1 ALEXANDER MOSOLOV (1900-1973) COMPLETE WORKS FOR SOLO PIANO OLGA ANDRYUSHCHENKO, piano Catalogue number: GP703-04 Recording Dates: 19-22 February 2015 Recording Venue: CMS Studio, Moscow, Russia (CD1) Sovetskij Kompositor, Moscow (1 and 5), Universal Edition, Wien (2) Triton, Leningrad (1928) (3-4) (CD2) Sovetskij Kompositor, Moscow (1 and 3) Universal Edition, Wien (2) Producer and Editor: Galina Katunina Mastering Engineer: Slava Poprugin Engineer: Sergey Solodovnikov Piano Technician: Artjom Deev Piano: Steinway D Booklet Notes: Anthony Short German translation by Cris Posslac Artist photograph: Nicola Christov Composer portrait: Inna Barsova Cover Art: Tony Price: Moissac Abstract Study 4 www.tonyprice.org 2 CD 1 1 PIANO SONATA NO. 1 IN C MINOR, OP. 3 (1924) 10:55 2 NOCTURNES, OP. 15 (1925-26) 06:56 2 No. 1 Elegiaco, poco stentato 03:28 3 No. 2 Adagio 03:28 3 SMALL PIECES, OP. 23A (1927) 02:25 4 No. 1 00:55 5 No. 2 00:47 6 No. 3 00:43 2 DANCES, OP. 23B (1927) 04:17 7 No. 1 Allegro molto, sempre marcato 02:02 8 No. 2 Allegretto 02:15 PIANO SONATA NO. 2 IN B MINOR, OP. 4 “FROM OLD NOTEBOOKS” (1923-24) 23:35 9 I. Sonata 10:28 0 II. Adagio 06:38 ! III. Final 06:29 TOTAL TIME: 48:06 3 CD 2 1 PIANO SONATA NO. 4, OP. 11 (1925) 11:46 TURKMENIAN NIGHTS – PHANTASY FOR PIANO (1929) 11:41 2 I. Andante con moto 04:07 3 II. Lento 05:15 4 III. -
PROGRAM NOTES Edgard Varèse Ionisation
PROGRAM NOTES by Phillip Huscher Edgard Varèse Born December 22, 1883, Paris, France. Died November 6, 1965, New York City. Ionisation Varèse began Ionisation in 1929 and completed it in 1931. The first performance was given on March 6, 1933, in Carnegie Hall. It is scored exclusively for percussion instruments: crash cymbal, bass drums, concerros [muffled cow bells struck with a drum stick], high and low tam-tams, gong, bongos, side drum, high and low sirens, slapstick, güiros, woodblocks, claves, triangles, snare drums, maracas, tarole [a high pitched drum], suspended cymbals, sleigh bells, tubular chimes, cymbals, castanets, celesta, tambourine, anvils, and piano. Performance time is approximately eight minutes. The Chicago Symphony Orchestra's only previous performances of Varèse's Ionisation were given on subscription concerts at Orchestra Hall on December 7, 8, 9, and 12, 1995, with Pierre Boulez conducting. On December 18, 1915, Edgard Varèse boarded the S.S. Rochambeau and sailed from Paris for New York City with eighty dollars in his pocket and a stack of letters of introduction in his suitcase. (An accomplished pianist, he played two pieces by Debussy at a shipboard concert.) Varèse had planned on a short visit, but he stayed nearly a half century, took an American wife, and became a U.S. citizen. In Europe, Varèse had started to attract attention as a composer and conductor and to move in impressive musical circles. At the age of twenty-three he left Paris, his hometown, for Berlin, where he looked up Ferruccio Busoni, whose recently published Sketch of a New Musical Esthetic ignited his appetite for adventure and his enthusiasm for the new. -
The Balkans of the Balkans: the Meaning of Autobalkanism in Regional Popular Music
arts Article The Balkans of the Balkans: The Meaning of Autobalkanism in Regional Popular Music Marija Dumni´cVilotijevi´c Institute of Musicology, Serbian Academy of Sciences and Arts, 11000 Belgrade, Serbia; [email protected] Received: 1 April 2020; Accepted: 1 June 2020; Published: 16 June 2020 Abstract: In this article, I discuss the use of the term “Balkan” in the regional popular music. In this context, Balkan popular music is contemporary popular folk music produced in the countries of the Balkans and intended for the Balkan markets (specifically, the people in the Western Balkans and diaspora communities). After the global success of “Balkan music” in the world music scene, this term influenced the cultures in the Balkans itself; however, interestingly, in the Balkans themselves “Balkan music” does not only refer to the musical characteristics of this genre—namely, it can also be applied music that derives from the genre of the “newly-composed folk music”, which is well known in the Western Balkans. The most important legacy of “Balkan” world music is the discourse on Balkan stereotypes, hence this article will reveal new aspects of autobalkanism in music. This research starts from several questions: where is “the Balkans” which is mentioned in these songs actually situated; what is the meaning of the term “Balkan” used for the audience from the Balkans; and, what are musical characteristics of the genre called trepfolk? Special focus will be on the post-Yugoslav market in the twenty-first century, with particular examples in Serbian language (as well as Bosnian and Croatian). Keywords: Balkan; popular folk music; trepfolk; autobalkanism 1. -
The Arts of Sound Art and Music Douglas Kahn I Am Not Particularly Fond of the Term Sound Art. I Prefer the More Generic Sound I
1 The Arts of Sound Art and Music Douglas Kahn I am not particularly fond of the term sound art. I prefer the more generic sound in the arts. My last book was subtitled a history of sound in the arts; there was no mention of sound art and not only because it was outside the historical scope of the book. Sound in the arts is a huge topic, especially when one keeps in mind the synthetic nature of the arts, i.e., the various intersecting social, cultural, and environmental realities wittingly and unwittingly embodied in any one of the innumerable factors that go into producing, experiencing, and understanding a particular work. Sound art is a smaller topic, if what is meant is that moment that artists, in the general sense of the word, began calling what they were doing sound art. In my experience, artists started to use sound art in this way during the 1980s, although there were plenty of artists doing similar things with sound earlier and not necessarily calling what they did sound art. The topic becomes smaller still if what is meant is the term that refers to what began a few years ago, and it is this meaning that has become well known. I realize that railing against the widespread use of a term is obviously not a wise use of time. That has not prevented many others wasting time on names. None of the minimalist composers seem to like the term minimalist but they were 2 more than willing to live in the shadow of that flag, if not salute.