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Music as a World Phenomenon: Unit 6- Notes

by: Carla Notetaker

Music as a World Phenomenon: Unit 6- Notes Mus 22121

Marketplace > Kent State University > Music > Mus 22121 > Music as a World Phenomenon Unit 6 Notes
Carla Notetaker

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About this Document

Unit 6: Comprehensive Exam (Ch.1-13)
Music as a world phenomenon
Andrew Shahriari
Class Notes
Kent, Music, unit6
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This 5 page Class Notes was uploaded by Carla Notetaker on Wednesday May 4, 2016. The Class Notes belongs to Mus 22121 at Kent State University taught by Andrew Shahriari in Winter 2016. Since its upload, it has received 36 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: Notes Unit 6: Comprehensive Exam (Ch.1-13) Notes Images  o ud - lute o kanun - zither  Santur Music as a World Phenomenon -2 Unit 6: Notes  Kora  darabukka  Takht Ensemble Music as a World Phenomenon -3 Unit 6: Notes  Talking Drums  Ney Ethnic Groups Shona ethnic group  o From Zimbabwe  Mbuti ethnic group o pygmy  Zulu ethnic group o South Africa  Review Operas  Beijing Opera: o Song “piercing” voice fiddle & “raising and falling” gongs. o Musicians divided into two: Music as a World Phenomenon -4 Unit 6: Notes  Civil (Melodic) and Military (Rhythmic and loud aerophones) o Melodic: consists of a variety of instruments  Is lead by the jinghu fiddle which is smaller and has a higher range w/ a piercing timbre primary role is to support the voice either leading or following it through modal improvisation.  Correspond to the tonal contour of language.  Ex. High tone = low melody  Plays with a heterophonic structure o Rhythmic: conductor is a percussionist w/ a small drum w/ a high cutting timbre and a wooden dapper.  Play along melodic instruments to keep a pulse, important for adding an aural emphasis on the actor’s movements.  Follow action/ military scene.  Revolutionary Opera: o Song “Orchestral” sound, modern theatre display o Use many of the same instruments as Beijing Opera above (w/ western orchestra instruments) o Heterophonic structure is replaced w/ Western harmony. Actors no longer use stylized speech but dramatic voice improvisation is replaced w/ a fully scored composition. o Traditional opera was created for every level of society, new operas emphasized good over evil. (better suited for communist ideas) o 8 model works: 5 operas, 2 ballets, 1 symphony. Music types o Talking drum  Audio: Kid talking and hitting drums- drum beat mimics vocal drum language depends on tonal contours of language and rhythm of speech.  Two pitches so a high and low sound can be used to imitate tonal inflection. o Zimbabwe: Mbira Dza Vadzimu  Audio: polyrhythmic music box w/ a few louder beats. Multiple Mbira will be played at the same time.  Hosho gourd rattles drums and vocal performances.  For entertainment and reading spirits. o Jali with Koea in Senegal- Gambia Music as a World Phenomenon -5 Unit 6: Notes  Audio: string instrument like guitar w/ soothing vocals Harp like sound and vocal melody   Kora is a lute harp- performers called Jali, sit on ground to play  Vocalist sings during the Kumbengo section.  Solo: Birimintingo- played quickly- instrument  Kumbengo- entire song- Vocal o Mbube Choir: Republic of South Africa  Audio: Purely vocal, choir w/ deep sounds and lush harmonies.  Call and response, rhythmic changes from piece to piece which adds vibrancy from a shift in meter or temp. it is NOT polyrhythmic. o Calypso: Trinidad and Tobago (islands)  Carnivals known as Mardi gras in the US.  This is a base to work from, review all notes/ textbook/ class material to prepare for final.


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