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Music as a World Phenomenon: Unit 6- Study Guide

by: Carla Notetaker

Music as a World Phenomenon: Unit 6- Study Guide Mus 22121

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Unit 6: Comprehensive Exam (Ch.1-13)
Music as a world phenomenon
Andrew Shahriari
Study Guide
Music, Kent, unit6
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This 7 page Study Guide was uploaded by Carla Notetaker on Wednesday May 4, 2016. The Study Guide belongs to Mus 22121 at Kent State University taught by Andrew Shahriari in Winter 2016. Since its upload, it has received 34 views. For similar materials see Music as a world phenomenon in Music at Kent State University.


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Date Created: 05/04/16
Music as a World Phenomenon -1 Unit 6: Study Guide Unit 6: Comprehensive Exam (Ch.1-13) Sites and music types  Amazon- Amazon Indian Chant  Sikuri- Peru  Tango from Argentina  Samba and Capoeira  Mariachi- Mexico  Cape Breton Fiddling- Canada  Lined Hymn  Shape Notes  Bluegrass  Spirituals (African- Americans)  Gospel (African- Americans)  Blues  Salsa “ Nuyorican”  Cajun  Plains Chippewa Song  Native American flute Ethnic Groups  Shona ethnic group o From Zimbabwe  Mbuti ethnic group o pygmy  Zulu ethnic group o South Africa Music as a World Phenomenon -2 Unit 6: Study Guide Instrument Classifications  Aerophone o air is vibrating (flutes, reeds, trumpets)  Membranophne o stuck with hand, struck with a stick or other device, "rubbed" or "singing" membranes Idiophone  o thing itself is vibrating (plucked, struck, or shaken)  Lammellophone o idiophone with a tongue Vocabulary  4 Parts of Music o pitch, volume, duration, and quality  Accent o something that is emphasized/stressed  Aerophone o a vibrating column of air produces the sound  Aural/Rote o using your ear to learn, not written notation, "oration tradition"  Beat o the regular pulse of the music  Chord o at least two notes played together  Chordophone o vibrating strings are the source of sound production  Classical Music Music as a World Phenomenon -3 Unit 6: Study Guide o orchestra, instrumental, non-synchapated, organized in movements, formality o music created in context of surplus wealth, years of practice  Comparative Musicology o An early term for the field that became ethnomusicology, when research emphasized comparisons of folk and non-western music with western practices  Conjunct o notes that are close together  Consonant o sounds right together  Cultural relativism o a research approach embraced by ethnomusicologists that encourages the acceptance of differing cultural perspectives  Disjunct o notes that are far apart in range  Dissonant o builds suspense, almost sounds sour  Dynamics o how loud or soft a sound is  Ensemble o a group  Ethnocentrism o the culture you were raised in shapes your beliefs, "people-centric" o The unconscious assumption that one’s own cultural background is “normal” while that of others is “strange” or “exotic”.  Ethnomusicology o the study of the relationship between culture and music o the scholarly study of any music within its contemporary cultural context  Phases of Ethromusicological Research (4 basic phases) Music as a World Phenomenon -4 Unit 6: Study Guide o (1)Preparation  Research and prepare by learning as much as possible, learn language, need recording equipment & knowledge to deal w/ both technical &social issues o (2)Field Work  Few days to several years, the more you experience the more it is that you feel needs to be understood o (3)Analysis and (4)Disseminate  Spreading info widely by technology, writing, etc.  Folk Music o older, passed down, tells a story, acoustic, meaning "people," informal o music created & performed by people of modest means, requires less energy  Folklore o The study of orally transmitted folk knowledge and culture  Form o the "roadmap" of the musical piece  Harmony o a supporting part to the melody  Heightened Speech o Listeners from one culture misjudge sounds from another culture by assuming, from their own experience, that this or that performance is song.  Heterophonic o different sound  Hocket/Interlocking o two parts coming together to make a whole  Homophonic o same sound  Idiophone Music as a World Phenomenon -5 Unit 6: Study Guide o the instrument itself vibrates to produce the sound  Improvisation o spontaneously making something up  Interval o the distance between two notes  Melismatic o multiple pitches per syllable  Melody o a string of pitches, the most recognizable  Membranophone o the source of sound production is a vibrating membrane  Meter o the way the beats are organized  Monophonic o one sound, one line of music  Ornamentation o an embellishment of a melody  Phrase o a segment of music that goes together  Pitch o a frequency, a certain note/tone  Polyphonic o multiple sounds  Popular Music o changing, mass-market, current, repetition o widely disseminated by various types of media and supported by a broad base of relatively casual consumers; needs to appeal to a broad spectrum of the population to be success. Music as a World Phenomenon -6 Unit 6: Study Guide  Range o the highest and lowest that occur  Rhythm o the feeling of movement in time  Scale o specific group of notes arranged in a particular order  Semiotics o The study of signs and systems of signs, including in music.  Song vs Piece o The music has words vs The music does not have words  Syllabic Text Setting o one pitch per syllable  Tempo o the speed of the music  Text Setting o the relationship of words to melody  Texture o light or dense, the amount of things happening  Timbre o how something sounds, how you can tell instruments apart, specific characteristics that define a sound  Traditional Music o beliefs and values, transmission  World o transcendence, foreign cultures - isolates Questions  _____, _____, and _____ are the three basic elements of Javanese gamelan performance. Music as a World Phenomenon -7 Unit 6: Study Guide o Principal melody, periodic punctuation, melody embellishment  New Delhi is considered part of the _____ cultural region of India. o Northern or North or Hindustani  _____, also described as texture, refers to the organizational relationship between or among musical sounds. o Phonic structure  A smaller drum resonator I made from _____ o Coconut  The pipa is a _____ from China common to the sizhu ensemble. o Pear- shaped plucked lute  Sambda is a popular music associated with carnival in _____. o Brazil  The “high lonesome sound” is associated with _____. o Bluegrass.


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