Music Encoding Initiative Guidelines

Total Page:16

File Type:pdf, Size:1020Kb

Music Encoding Initiative Guidelines Music Encoding Initiative Guidelines Release 2012 Revision 2.0.0 Prepared and maintained by the Music Encoding Initiative Council Edited by Perry Roland and Johannes Kepper With contributions by Benjamin Bohl, Andrew Hankinson, Maja Hartwig, Laurent Pugin, Kristina Richts, Raffaele Viglianti, and Thomas Weber This project is supported jointly by the National Endowment for the Humanities and the Deutsche Forschungsgemeinschaft. Any views, findings, conclusions or recommendations expressed in this publication do not necessarily reflect those of the National Endowment for the Humanities or the Deutsche Forschungsgemeinschaft. MEI2012 Guidelines Music Encoding Initiative Guidelines, 2012 Release © by the Music Encoding Initiative (MEI) Council. Charlottesville and Detmold. 2012 Licensed under the Educational Community License, Version 2.0 (the "License"); you may not use this file except in compliance with the License. ouY may obtain a copy of the License at http://www.osedu.org/licenses/ECL-2.0. i Table of Contents Table of Contents Acknowledgments Introduction MEI Design Principles 1 Shared Elements, Models, and Attributes 1.1 Structural Elements 1.1.1 Document Elements 1.1.2 Music Element 1.1.2.1 Grouped Texts 1.1.2.2 Divisions of the Body 1.1.2.3 Content of Musical Divisions 1.2 Shared Musical Elements 1.2.1 Score and Parts 1.2.2 Staves and Layers 1.2.3 Basic Music Events 1.2.4 Other "Events" 1.2.4.1 Key Signatures and Clefs 1.2.4.2 Bar Lines and Custos Signs 1.2.4.3 Accidentals, Articulation Symbols, Augmentation Dots, and Custos Signs 1.2.4.4 Lyric Syllables 1.2.4.5 Event Spacing 1.2.5 Expression Marks 1.2.5.1 Text Directives 1.2.5.2 Tempo 1.2.5.3 Dynamics 1.2.5.4 Phrase Marks 1.3 Shared Textual Elements 1.3.1 Paragraphs 1.3.2 Text Rendition 1.3.3 Transcription of Titlepages ii MEI2012 Guidelines 1.3.4 Names, Dates, Numbers, Abbreviations, and Addresses 1.3.4.1 Names and Dates 1.3.4.2 Numbers 1.3.4.3 Addresses 1.3.5 Annotations 1.3.6 Bibliographic Citations and References 1.4 Common Attributes 2 The MEI Header 2.1 File Description 2.1.1 Title Statement 2.1.2 Edition Statement 2.1.3 Physical Description of the File 2.1.4 Publication, Distribution, etc. 2.1.5 Series Statement 2.1.6 Notes Statement 2.1.7 Source Description 2.1.7.1 Associating Metadata and Data 2.2 Encoding Description 2.2.1 Application Information 2.2.2 Declaration of Editorial Principles 2.2.3 Project Description 2.2.4 Sampling Declaration 2.3 Work Description 2.3.1 Work Identification 2.3.2 Work History 2.3.3 Language Usage 2.3.4 Key, Tempo, and Meter 2.3.5 Performance Medium 2.3.5.1 Cast Lists 2.3.5.2 Instrumentation 2.3.6 Notes Statement 2.3.7 Classification iii Table of Contents 2.3.8 Incipits 2.3.9 Contents 2.3.10 Related Items 2.4 Revision Description 2.5 Minimal and Recommended Header Information 2.6 Independent Headers 2.6.1 Definition and Principles for Encoders 2.6.2 Header Elements and their Relationship to Other Bibliographic Standards 3 Common Music Notation 3.1 Overview of the CMN Module 3.2 Basic Elements of CMN 3.2.1 The Role of the Measure Element 3.2.2 Defining Score Parameters for CMN 3.2.3 Redefinition of Score Parameters 3.2.4 Notes, Chords and Rests in CMN 3.2.4.1 Notes 3.2.4.2 Rests 3.2.5 Timestamps and Durations 3.3 Advanced CMN Features 3.3.1 Beams 3.3.2 Ties, Slurs and Phrase Marks 3.3.3 Dynamics in CMN 3.3.4 Tuplets 3.3.5 Articulation and Performance Instructions in CMN 3.3.5.1 Arpeggio and Glissando 3.3.5.2 Bend 3.3.5.3 Tremolandi 3.3.5.4 Fermata 3.3.5.5 Octave Shift 3.3.6 Instrument-specific Symbols in CMN 3.3.6.1 Breath Marks 3.3.6.2 Harp Pedals 3.3.6.3 Piano Pedal iv MEI2012 Guidelines 3.3.7 Ossia 3.3.8 Directions and Rehearsal marks 3.3.9 Repetition in CMN 3.3.9.1 Structural Repetition 3.3.9.2 Measure-Level Repetition Symbols 4 Mensural Notation 4.1 Note and Rest Values 4.1.1 Actual Duration with Alterations and Imperfections 4.2 Mensuration Signs 4.3 Proportions 4.4 Ligatures 4.5 Music Data Organization 4.6 Elements and Attributes from Other Modules 4.6.1 Accidentals 4.6.2 Coloration 4.6.3 Custos 4.6.4 Dot 5 Neume Notation 5.1 Overview of the Neumes Module 5.2 Module Background 5.3 Neume Notation 5.4 Examples 5.4.1 Basic Encoding 5.4.2 Encoding Variants 5.4.3 Supplied Notes 6 Analytical Information 6.1 Relationships Between Elements 6.2 Event-Specific Analytical Information 6.2.1 Harmonic Function 6.2.2 Harmonic Intervals 6.2.3 Melodic Function 6.2.4 Melodic Intervals 6.2.5 Pitch Class v Table of Contents 6.2.6 Solmization 7 Common Music Notation Ornaments 7.1 Encoding Common To All Ornaments 7.1.1 Overriding Default Resolutions 7.2 Mordents 7.3 Trills 7.3.1 Particular cases 7.4 Turns 7.5 Ornaments in Combinations 8 Musical Corpora 8.1 Corpus Module Overview 8.2 Combining Corpus and Text Headers 8.3 Recommendations for the Encoding of Large Corpora 9 Critical Apparatus 9.1 General Usage 9.2 Variants in Musical Content 9.3 Variants in Score Definitions 9.4 Nesting Apparati 10 Editorial Markup 10.1 Abbreviations 10.2 Apparent Errors 10.3 Regularization and Normalization 10.4 Additions, Deletions, and Omissions 10.4.1 Omissions, Unclear Readings, Damage, and Supplied Readings 10.4.2 Additions and Deletions 10.4.3 Substitutions, Restorations, and Handshifts 11 Facsimiles 11.1 Elements of the Facsimile Module 12 Figures and Tables 12.1 Figures 12.1.1 Figure Captions and Descriptions vi MEI2012 Guidelines 12.1.2 Images 12.1.2.1 Vector Graphic Formats 12.1.2.2 Raster Graphic Formats 12.1.2.3 Photographic and Motion Video Formats 12.2 Tables 12.2.1 Rows 12.2.2 Cells 13 Harmony 13.1 Overview of the Harmony Module 13.1.1 Elements 13.1.2 Attribute Classes 13.1.3 Model Classes 13.2 Indications of Harmony 13.2.1 Interpreted Chord Data in scoreDef 13.2.2 Chord Tablature Grids 13.2.3 Indications of Harmony in the Music Text 13.2.3.1 Figured Bass 14 Linking and Alignment 14.1 Overview of the Linkalign Module 14.1.1 Elements 14.2 Linking and Alignment Examples 15 Vocal Text 15.1 Lyric Syllables 15.2 Vocally Performed Text Encoded Within Notes 15.3 Vocally Performed Text Encoded Separately 16 MIDI 16.1 PPQ in scoreDef and staffDef 16.2 Recording General MIDI Instrumentation 16.3 Recording MIDI Event Data 16.4 MIDI in Mensural and Neume Notation 17 Names and Dates vii Table of Contents 17.1 Specialized Name and Date Elements 17.1.1 Corporate Names 17.1.2 Geographic Names 17.1.3 Time Period Names 17.1.4 Personal Names 17.1.5 Style Names 18 Performances 19 Pointers and References 19.1 Links 19.1.1 Difference between Pointers and References 20 Tablature Notation 20.1 Overview of the Tablature Module 21 Text in MEI 21.1 Organizing Text into Divisions 21.2 Paragraphs 21.3 Lists 21.4 Quotation 21.5 Poetry 21.6 Paratext 21.6.1 Front Matter 21.6.2 Title Pages 21.7 Back Matter 22 User-defined Symbols 22.1 Overview of the User Symbols Module 22.1.1 Elements 22.1.2 Attribute Classes 22.1.3 Model Classes 22.2 Uses of the Usersymbols Module 22.2.1 Defining Reusable Symbols 22.2.2 Elements Without Semantic Implications 22.2.3 Defining a Specific Graphical Rendition for a Semantic Element viii MEI2012 Guidelines 22.3 Positioning and Coordinates 22.3.1 Axis Orientation 22.3.2 Units 22.3.3 Positioning 22.3.4 Curve Shape 22.4 Line Rendition 22.5 Limitations MEI Elements MEI Model Classes MEI Attribute Classes MEI Data Types MEI Macros ix Acknowledgments Acknowledgments Many institutions and individuals assisted in the preparation of these Guidelines and in the overall development of the Music Encoding Initiative (MEI) schema. Grateful acknowledgment is given to the following institutions for their generous contributions: the National Endowment for the Humanities (NEH) and the Deutsche Forschungsgemeinschaft (DFG) for their joint support of the MEI project, the Institute for Advanced Technology in the Humanities at the University of Virginia and the Hochschule für Musik in Detmold for graciously hosting grant-funded meetings, the Center for Computer-Assisted Research in the Humanities at Stanford University for permission to make use of their large collection of encoded music, the Akademie der Wissenschaften und der Literatur in Mainz for their recognition of the potential of MEI, and the Musikwissenschaftliches Seminar Detmold/Paderborn and the University of Virginia Library for providing financial support and environments that encourage experimentation. The Text Encoding Initiative is also owed a special debt of gratitude. In addition to providing much of the inspiration for MEI, the TEI organization supplied funding for the MEI Technical Group in its efforts to adopt ODD. The editors of these Guidelines are grateful for those of the TEI, which provided a stellar exemplar and from which we have ‘borrowed’ shamelessly.
Recommended publications
  • PCC Cat 20-21 Jan Changes-Without Highlights
    PENSACOLA CHRISTIAN COLLEGER 2020 – 2021 CATA LO G PENSACOLA CHRISTIAN COLLEGE PENSACOLA 1 UNDERGRADUATE 2 – EMPOWERING CHRISTIAN LEADERS R TO INFLUENCE THE WORLD 20 CATALOG 37426101-2/20 AS Sophomores, Juniors, and Seniors, Come Experience PCC for Yourself at College Days! Nov. 18–20, 2020 • Mar. 24–26, 2021 • Apr. 7–9, 2021 Yes, you can come any time, but no other time is quite like College Days. You’ll get a glimpse of college academics as you visit classrooms and labs. You’ll find out what students are like as you stay in a resi- dence hall. You can go to special activities planned just for you. But that’s not all. Beyond that, you’ll experience chapel in the Crowne Centre, go to meals in the Four Winds or Varsity, and head to the Sports Center for rock climbing and more. That’s just a start of what you can do during College Days. When you’re done looking through these pages, you’ll know a good bit about PCC. But it’s not the same as being here! See for yourself what PCC is really like. Ask questions in person. And get a better idea if this is the next step God has for you. Find out more today at pcci.edu/CollegeDays or call 1-800-PCC-INFO, ext. 4, to reserve your spot. pcci.edu • [email protected] 1-800-PCC-INFO (722-4636) for new student admissions (850) 478-8496 for all other info. @ConnectPCC Pensacola Christian College @ConnectPCC PensacolaChristianCollege catalog available online at pcci.edu/Catalog PENSACOLA CHRISTIAN COLLEGER 1 UNDERGRADUATE 2 – 20 CATALOG CONTENTS General Information ...............................
    [Show full text]
  • Education ______Ornamentation: an Introduction ______To the Mordent/Battement
    Education _______ _______ Ornamentation: An Introduction _______ to the Mordent/Battement By Michael Lynn, One of my favorite ornaments is the I’ll use the French term [email protected] mordent. It often has a lively musical character but can also be drawn out to battement ... and mordent his is the second article I have make a more expressive ornament. interchangeably. written that covers ornaments that Players are often confused about weT might expect to encounter in Baroque the different names for various orna- 17th-century music, which may be music for the recorder. If you haven’t read ments, as well as the different signs played on recorder. the previous article in this series on used to signify them. To add to the Some of the terms we see being ornamentation, it may be helpful complications, the basic term mordent applied to this ornament are: to you to read the Fall 2020 AR was used to mean something com- • mordent installment, which covers trills and pletely different in the 19th century— • mordant appoggiaturas. different from its meaning in the • battement In this issue, we will discuss the Baroque period. • pincé. mordent or battement. In this series of articles on learning I’ll use the French term to interpret ornament signs, I focus on battement (meaning to “hit” or “beat”) music from the years 1680-1750. If you and mordent interchangeably look much outside of these boundaries, throughout this article—remember the situation gets more complicated. that they mean exactly the same thing. These dates encompass all of the Below is an example showing the Baroque recorder literature, with common signs and basic execution the exception of the early Baroque of the mordent.
    [Show full text]
  • Musical Genres - Styles and Eras
    Musical Genres - Styles and Eras. Classifying music into various genres does not have a right or wrong system. There are many genres & subgenres, and different ways of classifying music. At the broadest level, we can talk about music as being part of the Classical, Folk, Jazz, or World Music traditions. This resource touches [very briefly] on the Classical Music tradition. Typically when people talk about “classical music” they are referring to music written in the European tradition, though of course, this music could now be written anywhere in the world. Classical music can be written in a number of different styles, and the date when it was written can give a strong hint about which style it is in. In broad terms the Medieval era runs up until 1400BC, the Renaissance from 1400-1600, the Baroque era from 1600-1750, the Classical from 1750-1820 (ish), and the Romantic era from 1810-1910. The current Modern classical period run from around the start of the twentieth century and is further complicated by being subcategorized into a shed-load of different styles. Sorry. Does it matter? Yes! (and No). The thing is, some folk (ok, Teachers [and examiners!]) can get very sniffy if music from one period is played in the wrong manner. Think of an opera singer trying to do rap music. IT JUST DOESN’T SOUND RIGHT. It’s not Authentic. The reason why the answer might be “No”, is that music is about having fun, and being playful & creative, and sometimes it just works even when it shouldn’t.
    [Show full text]
  • Dynamic Generation of Musical Notation from Musicxml Input on an Android Tablet
    Dynamic Generation of Musical Notation from MusicXML Input on an Android Tablet THESIS Presented in Partial Fulfillment of the Requirements for the Degree Master of Science in the Graduate School of The Ohio State University By Laura Lynn Housley Graduate Program in Computer Science and Engineering The Ohio State University 2012 Master's Examination Committee: Rajiv Ramnath, Advisor Jayashree Ramanathan Copyright by Laura Lynn Housley 2012 Abstract For the purpose of increasing accessibility and customizability of sheet music, an application on an Android tablet was designed that generates and displays sheet music from a MusicXML input file. Generating sheet music on a tablet device from a MusicXML file poses many interesting challenges. When a user is allowed to set the size and colors of an image, the image must be redrawn with every change. Instead of zooming in and out on an already existing image, the positions of the various musical symbols must be recalculated to fit the new dimensions. These changes must preserve the relationships between the various musical symbols. Other topics include the laying out and measuring of notes, accidentals, beams, slurs, and staffs. In addition to drawing a large bitmap, an application that effectively presents sheet music must provide a way to scroll this music across a small tablet screen at a specified tempo. A method for using animation on Android is discussed that accomplishes this scrolling requirement. Also a generalized method for writing text-based documents to describe notations similar to musical notation is discussed. This method is based off of the knowledge gained from using MusicXML.
    [Show full text]
  • Lilypond Music Glossary
    LilyPond The music typesetter Music Glossary The LilyPond development team ☛ ✟ This glossary provides definitions and translations of musical terms used in the documentation manuals for LilyPond version 2.23.3. ✡ ✠ ☛ ✟ For more information about how this manual fits with the other documentation, or to read this manual in other formats, see Section “Manuals” in General Information. If you are missing any manuals, the complete documentation can be found at http://lilypond.org/. ✡ ✠ Copyright ⃝c 1999–2021 by the authors Permission is granted to copy, distribute and/or modify this document under the terms of the GNU Free Documentation License, Version 1.1 or any later version published by the Free Software Foundation; with no Invariant Sections. A copy of the license is included in the section entitled “GNU Free Documentation License”. For LilyPond version 2.23.3 1 1 Musical terms A-Z Languages in this order. • UK - British English (where it differs from American English) • ES - Spanish • I - Italian • F - French • D - German • NL - Dutch • DK - Danish • S - Swedish • FI - Finnish 1.1 A • ES: la • I: la • F: la • D: A, a • NL: a • DK: a • S: a • FI: A, a See also Chapter 3 [Pitch names], page 87. 1.2 a due ES: a dos, I: a due, F: `adeux, D: ?, NL: ?, DK: ?, S: ?, FI: kahdelle. Abbreviated a2 or a 2. In orchestral scores, a due indicates that: 1. A single part notated on a single staff that normally carries parts for two players (e.g. first and second oboes) is to be played by both players.
    [Show full text]
  • The New Dictionary of Music and Musicians
    The New GROVE Dictionary of Music and Musicians EDITED BY Stanley Sadie 12 Meares - M utis London, 1980 376 Moda Harold Powers Mode (from Lat. modus: 'measure', 'standard'; 'manner', 'way'). A term in Western music theory with three main applications, all connected with the above meanings of modus: the relationship between the note values longa and brevis in late medieval notation; interval, in early medieval theory; most significantly, a concept involving scale type and melody type. The term 'mode' has always been used to designate classes of melodies, and in this century to designate certain kinds of norm or model for composition or improvisation as well. Certain pheno­ mena in folksong and in non-Western music are related to this last meaning, and are discussed below in §§IV and V. The word is also used in acoustical parlance to denote a particular pattern of vibrations in which a system can oscillate in a stable way; see SOUND, §5. I. The term. II. Medieval modal theory. III. Modal theo­ ries and polyphonic music. IV. Modal scales and folk­ song melodies. V. Mode as a musicological concept. I. The term I. Mensural notation. 2. Interval. 3. Scale or melody type. I. MENSURAL NOTATION. In this context the term 'mode' has two applications. First, it refers in general to the proportional durational relationship between brevis and /onga: the modus is perfectus (sometimes major) when the relationship is 3: l, imperfectus (sometimes minor) when it is 2 : I. (The attributives major and minor are more properly used with modus to distinguish the rela­ tion of /onga to maxima from the relation of brevis to longa, respectively.) In the earliest stages of mensural notation, the so­ called Franconian notation, 'modus' designated one of five to seven fixed arrangements of longs and breves in particular rhythms, called by scholars rhythmic modes.
    [Show full text]
  • Performance Commentary
    PERFORMANCE COMMENTARY . It seems, however, far more likely that Chopin Notes on the musical text 3 The variants marked as ossia were given this label by Chopin or were intended a different grouping for this figure, e.g.: 7 added in his hand to pupils' copies; variants without this designation or . See the Source Commentary. are the result of discrepancies in the texts of authentic versions or an 3 inability to establish an unambiguous reading of the text. Minor authentic alternatives (single notes, ornaments, slurs, accents, Bar 84 A gentle change of pedal is indicated on the final crotchet pedal indications, etc.) that can be regarded as variants are enclosed in order to avoid the clash of g -f. in round brackets ( ), whilst editorial additions are written in square brackets [ ]. Pianists who are not interested in editorial questions, and want to base their performance on a single text, unhampered by variants, are recom- mended to use the music printed in the principal staves, including all the markings in brackets. 2a & 2b. Nocturne in E flat major, Op. 9 No. 2 Chopin's original fingering is indicated in large bold-type numerals, (versions with variants) 1 2 3 4 5, in contrast to the editors' fingering which is written in small italic numerals , 1 2 3 4 5 . Wherever authentic fingering is enclosed in The sources indicate that while both performing the Nocturne parentheses this means that it was not present in the primary sources, and working on it with pupils, Chopin was introducing more or but added by Chopin to his pupils' copies.
    [Show full text]
  • The Musical Notation and Rhythm of the Italian Laude *
    26 THE MUSICAL NOTATION AND RHYTHM OF THE ITALIAN LAUDE * Thc Typical Italian Charactcr oj tfzc Laudc. When we study the musical repertoire of the Medievallaude 1, we find a situation qui te different from that of Provençal, French, or Spanish lyric poetry and from that of the German minnesingers. In Italy, there existed a repertoire of rcligious songs in the verna­ cular language dedicated to Christ, Our Lady, and the various Saints, generally anonymous, and composed far the use of the faithful of the confraternita - something unknown in other countries. By vir­ tue of the literary subjects of their texts, by their melodies, and by thei r musical notation, these laude became, in the eyes of the world, a manifestation of a very pronounced Italian artistic indivi­ duality. In the repertoire of lyric monody of other European countries, we fmd certain melodies of a traditional, popular vein which remind us of others - international ones. In the laude, on the other hand, this similarity to international tunes is absent; they are exclusively national in character. It is, in fact, remarkable that the laude reflect no melodie analogies with either international folklore or with the profane or religious lyric poetry of other European countries. In examining the Italian lauda repertoire, the first things to claim our attention in the music are its simple style and its popular charac- • Publishcd in Essays i11 Musicology . A Birthday O.fferi11g far Willi Ape/. Hms Tischler, Ed. Indiana Univcrsity, Bloomington (Indiana 1968), 56-6o. From the samc author sce also Las Laudi italianas de los siglos XIII y XIV.
    [Show full text]
  • Criminal Obsessions: Why Harm Matters More Than Crime
    Second edition Criminal obsessions: Why harm matters more than crime Danny Dorling Dave Gordon Paddy Hillyard Christina Pantazis Simon Pemberton Steve Tombs Harm and Society About the Authors Edited by Will McMahon Danny Dorling is Professor of Human Geography at the University of Sheffield. Our thanks go to Catriona Foote and Tammy McGloughlin for their assistance in producing Dave Gordon is Professor of Social Justice at this book. the University of Bristol. Centre for Crime and Justice Studies Paddy Hillyard is Professor of Sociology at King’s College London Queen’s University, Belfast. Strand London WC2R 2LS Christina Pantazis is senior lecturer at the Tel: 020 7848 1688 University of Bristol. Fax: 020 7848 1689 Simon Pemberton is lecturer in social policy [email protected] at the University of Bristol www.crimeandjustice.org.uk Steve Tombs is Professor of Sociology at A project of the Centre for Crime Liverpool John Moores University. and Justice Studies (ISTD), School of Law, King’s College London. The views expressed in this document are Registered Charity No 251588 those of the authors and not necessarily A Company Limited by Guarantee those of the Centre for Crime and Justice Registered in England No 496821 Studies. © Paddy Hillyard, Christina Pantazis, Dave Gordon and Steve Tombs Acknowledgements September 2005 The Centre for Crime and Justice Studies © Simon Pemberton September 2008 would like to thank the authors for their permission to reproduce and edit the four essays in this book which originally appeared ISBN 978-1-906003-14-2 in Hillyard, P., Pantazis, C., Tombs, S. and Gordon, D.(eds)(2004) Beyond Criminology.
    [Show full text]
  • Introduction to Music Theory
    Introduction to Music Theory This pdf is a good starting point for those who are unfamiliar with some of the key ​ concepts of music theory. Reading musical notation Musical notation (also called a score) is a visual representation of the pitched notes ​ ​ heard in a piece of music represented by dots over a set of horizontal staves. In the top ​ ​ example the symbol to the left of the notes is called a treble clef and in the bottom ​ ​ example is called a bass clef. ​ ​ People often like to use a mnemonic to help remember the order of notes on each clef, ​ ​ here is an example. ​ Intervals An interval is the difference in pitch between two notes as defined by the distance ​ ​ ​ between the two notes. The easiest way to visualise this distance is by thinking of the notes on a piano keyboard. For example, on a C major scale, the interval from C to E is ​ ​ a 3rd and the interval from C to G is a 5th. Click here for some more interval examples. ​ ​ It is also common for an increase by one interval to be called a half­step, or ​ ​ ​ ​ semi­tone, and an increase by two intervals to be called a whole step, or tone. ​ ​ ​ ​ ​ ​ ​ Joe Rees­Jones, University of York, Department of Electronics 19/08/2016 Major and minor scales A scale is a set of notes from which melodies and harmonies are constructed. There are two main subgroups of scales: Major and minor. The type of scale is dependant on the ​ ​ ​ ​ intervals between the notes: Major scale ­ Tone, Tone, Semi­tone, Tone, Tone, Tone, Semi­tone ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Minor scale ­ Tone, Semi­tone, Tone, Tone, Semi­tone, Tone, Tone ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ For example (by visualising a keyboard) the notes in C Major are: CDEFGAB, and C Minor are: CDE♭FGA♭B♭.
    [Show full text]
  • Composers' Bridge!
    Composers’ Bridge Workbook Contents Notation Orchestration Graphic notation 4 Orchestral families 43 My graphic notation 8 Winds 45 Clefs 9 Brass 50 Percussion 53 Note lengths Strings 54 Musical equations 10 String instrument special techniques 59 Rhythm Voice: text setting 61 My rhythm 12 Voice: timbre 67 Rhythmic dictation 13 Tips for writing for voice 68 Record a rhythm and notate it 15 Ideas for instruments 70 Rhythm salad 16 Discovering instruments Rhythm fun 17 from around the world 71 Pitch Articulation and dynamics Pitch-shape game 19 Articulation 72 Name the pitches – part one 20 Dynamics 73 Name the pitches – part two 21 Score reading Accidentals Muddling through your music 74 Piano key activity 22 Accidental practice 24 Making scores and parts Enharmonics 25 The score 78 Parts 78 Intervals Common notational errors Fantasy intervals 26 and how to catch them 79 Natural half steps 27 Program notes 80 Interval number 28 Score template 82 Interval quality 29 Interval quality identification 30 Form Interval quality practice 32 Form analysis 84 Melody Rehearsal and concert My melody 33 Presenting your music in front Emotion melodies 34 of an audience 85 Listening to melodies 36 Working with performers 87 Variation and development Using the computer Things you can do with a Computer notation: Noteflight 89 musical idea 37 Sound exploration Harmony My favorite sounds 92 Harmony basics 39 Music in words and sentences 93 Ear fantasy 40 Word painting 95 Found sound improvisation 96 Counterpoint Found sound composition 97 This way and that 41 Listening journal 98 Chord game 42 Glossary 99 Welcome Dear Student and family Welcome to the Composers' Bridge! The fact that you are being given this book means that we already value you as a composer and a creative artist-in-training.
    [Show full text]
  • The Development of Musical Notation Carolyn S
    Cedarville University DigitalCommons@Cedarville The Research and Scholarship Symposium The 2015 yS mposium Apr 1st, 2:20 PM - 2:40 PM Slashes, Dashes, Points, and Squares: The Development of Musical Notation Carolyn S. Gorog Cedarville University, [email protected] Follow this and additional works at: http://digitalcommons.cedarville.edu/ research_scholarship_symposium Part of the Composition Commons, and the Music Theory Commons Gorog, Carolyn S., "Slashes, Dashes, Points, and Squares: The eD velopment of Musical Notation" (2015). The Research and Scholarship Symposium. 5. http://digitalcommons.cedarville.edu/research_scholarship_symposium/2015/podium_presentations/5 This Podium Presentation is brought to you for free and open access by DigitalCommons@Cedarville, a service of the Centennial Library. It has been accepted for inclusion in The Research and Scholarship Symposium by an authorized administrator of DigitalCommons@Cedarville. For more information, please contact [email protected]. Slashes, Dashes, Points, and Squares: The development of Musical Notation Slashes, Dashes, Points, and Squares: The Development of Musical Notation Music has been around for a long time; in almost every culture around the world we find evidence of music. Music throughout history started as mostly vocal music, it was transmitted orally with no written notation. During the early ninth and tenth century the written tradition started to be seen and developed. This marked the beginnings of music notation. Music notation has gone through many stages of development from neumes, square notes, and four-line staff, to modern notation. Although modern notation works very well, it is not necessarily superior to methods used in the Renaissance and Medieval periods. In Western music neumes are the name given to the first type of notation used.
    [Show full text]