Midterm Study Guide-2 PDF

Preview

Summary

Midterm Study Guide 2021...

Description

Experiencing Music Midterm Study Guide Midterm Breakdown–86pts total  5 listening examples with 1 question each based on class terminology–5pts.  5 True/False based in specific rhythmic values–5 pts.  30 random terms–30 pts.  6 dynamics definitions–6 pts.  4 Essays–10 pts. each Midterm Nuts and Bolts:  Midterm will be open from 12am to 11:59pm.  Time Limit–120 minutes  1 attempt  Administered via Canvas–on your own  You may use any materials and notes you have collected or created, but all teacherprovided articles, study materials, terms lists, and presentations will be UNAVAILABLE on Canvas during the period of time the Midterm is open. Unit 1: Thinking About Music  Musicer/Musician: The persons engaged in music or a musical activity. Noun  Musicing: An activity. Making or doing music. A verb.  Music: The output of the process. Actual sounds/performance. A noun.Listener:  Genre: A category of artistic composition characterized by similarities in form, style, or subject matter.  Aesthetics: A set of principles concerned with the nature and appreciation of beauty. How you define what is “good” music.  Oral/Aural Transmission: Listening, memorizing, and performing music throughout time as a form of transmission. “Passed through the ages.”  Written Transmission: Music notation/sheet music as a source of knowledge. Unit 2: Thinking About Time and Structure  Rhythm: The combination of sounds and silences of different durations or lengths that coincide with the beat. o Pulse: Like a heartbeat, it is steady and reoccurring in music. Same a beat. o Beat: The underlying pulse found in most music. Steady and reoccurring. o Tempo: The speed of the beat in a piece of music. o Half Note: note of sound that last for 2 complete beats (ta-ah) o Quarter Note: 1 note of sound that lasts for 1 beat (ta) o Eighth Note Pair: 2 notes of sound that get ½ beat each. The pair last for 1 beat (ti ti) o Quarter Note Rest: 1 note of silence that last for 1 beat (sh) o 16th Notes: A note of sound that gets ¼ of a beat. When group into 4, it gets 1 full beat (ti-ki ti-ki)  Form: How a piece of music is organized. Comparable to story structure with components labeled with letters: A, B, C, etc. o Phrase: A complete musical thought comparable to a sentence and paragraphs.



o Rondo: A specific form: ABACABA or ABACA o Call & Response: Two distinct phrases usually written in different parts of the music, where the second phrase is heard as a direct response to the first. o Through-composed: No repeated sections. ABCDEF, etc. o Verse: A repeated section of a song that typically features a new set of lyrics on each repetition. o Chorus: Refrain. Line or lines that are repeated in music or in verse throughout the piece. o Pre-chorus: After the verse and before the chorus. Known also as a build. o Bridge: A passage of music that contrasts the verse and the chorus, and is generally used to take the listener from one section to the next. Notation: o Staff: Horizontal lines where musical notation “lives.” Usually 5 lines. o Barline: A vertical line used to divide groupings of beats in specific segments. o Measure: The musical space between barlines. o Time Signature: Notation to specify how many beats (pulses) are contained in each measure (bar), and which note value is equivalent to a beat. o Meter: Regularly reoccurring beat patterns/groupings  Duple: 2 beats per measure. Known as 2/4 time.  Triple: 3 beats per measure. Known as ¾ time.  Quadruple: 4 beats per measure. Known as 4/4 time.

Unit 3: Thinking About Pitch: Melody  Pitch: Measured in frequency, the degree of highness or lowness of a musical sound.  Frequency: A measurement of pitch. Number of sound vibrations per second. Measured in hertz (Hz).  5-line Staff: A set of five horizontal lines and four spaces that each represent a different musical pitch.  Lines & Spaces: The 5 staff lines and the corresponding 4 spaces where musical notes “live.” Lines and spaces alternate up and down the staff—even beyond the 5 provided.  Ledger Line: A short line added for notes above or below the range of a staff.  Musical Alphabet: The 7 letters used to designate pitch. A, B, C, D, E, F, G  Treble Clef: A musical symbol used to indicate the pitch of written notes. Placed at the beginning of a staff, it indicates the name and pitch of the notes on one of the lines. This line serves as a reference point by which the names of the notes on any other line or space of the stave may be determined.



Interval: The difference in pitch between two sounds. Measured both between pitches sounded in a row (melodically) or sounded together (harmonically). Measured in distance (ex. 2nd, 3rd, 4th, 5th, 6th, or 7th)



      

      



2nd 3rd 4th 5th 6th 7th Octave Octave: A specific interval of one pitch name and the same pitch name above or below it. Ex: C and the next C above it.

Melody: A sequence of single notes that is musically satisfying. A tune. A linear succession of musical pitches that the listener perceives as a single entity. It is often considered the centerpiece, foreground, or main item in a musical work. Sharp: To raise a note by a half step. Flat: To lower a note by a half step. Chromatic Notes: There are 5 chromatic notes. Each chromatic note has two names.  C# and Db/D# and Eb/F# and Gb/G# and Ab/ A# and Bb Half Step: The smallest interval is (Western) music. Any note to the very next adjacent note. Ex. C to C#, Ab to A, E to F, B to C. Also known as a minor 2nd (m2). Whole Step: 2 half steps. Ex. C to D, E to F#, Bb to C. Also known as a Major 2nd (M2). Interval Qualities:  m2: 1 halfstep (hs)  M2: 2 hs  m3: 3 hs  M3: 4 hs  P4: 5 hs  TT (tritone): 6 hs  P5: 7 hs  m6: 8 hs  M6: 9 hs  m7: 10 hs  M7: 11 hs  P Oct: 12 hs Scale: A set of musical notes. Each scale is a unique combination go specific pitches that have unique sound qualitied of “flavors.” Theme: Melodic subject of a musical composition. Usually recognizable. Motive: A short musical phrase, a salient recurring figure, musical fragment or succession of notes that has some special importance in or is characteristic of a composition. Composition: A work of music or art. The process of creating a work of art. Composer: A person who writes music, especially as a professional occupation. Improvisation: Creating, performing, and composing music in “real time” during performance. Key/Key Signature: A collection of every accidental found in a scale. A set of sharp (♯), flat (♭) symbols placed together on the staff generally immediately after the clef at the beginning of a line of musical notation. Melodic Contour: The quality of movement of a melody, including nearness or farness of successive pitches or notes. The shape or rise and fall of the melody.  Conjunct: Smooth, connected melody that moves mainly by small intervals  Disjunct: Disjointed or disconnected with many leaps or large intervals  Stepwise: Notes that move by 2nds  Skipwise: Notes that “skip” and move by an interval larger than a 2nd.



 Ascending/Descending: Describes the direction in which the melody is moving. Dynamics: A notational marking indicating of how loud or soft music is to be performed.  pp: pianissimo = very soft  p: piano = soft  mp: mezzo piano = medium soft  mf: mezzo forte = medium loud  f: forte = loud  ff: fortissimo = very loud

Merriam’s 10 Functions of Music THE FUNCTION OF HUMAN EXPRESSION • provides a vehicle for expression of ideas and emotions (e.g., love, social protest songs) • music—part of social movements in which individuals seek to express emotion, social and/or political pleasure, displeasure • personal–individual feelings (grief, joy, fright, reveries, etc.) THE FUNCTION OF AESTHETIC ENJOYMENT • involves contemplation of music musical expression/ forms in terms of beauty, meaning, and or power to evoke a feelingfull response / experience • matter of philosophical consideration in the history of Western civilization • contemplating and responding feelingfully to some musical form or event THE FUNCTION OF ENTERTAINMENT • engages a person’s attention in something that agreeable, amusing, or diverting • listener’s responses • a part of industry, capitalism THE FUNCTION OF COMMUNICATION • music is not a universal language, but is shaped in terms of culture of which it is a part • within specific cultures, what music communicates is imprecise • when music communicates, its meaning depends on the extent to which individuals within the culture have shared experiences regarding idioms and what is intended to be communicated • any mood or emotion conveyed by music also depends on the contexts in which it is experienced. THE FUNCTION OF SYMBOLIC REPRESENTATION • music symbolizes or represents something (e.g., “this piece embodies ‘brotherhood.’” • Symbolizes cultural values, or other group/individual values, abstract ideas or occasions which hold affective meaning (e.g., national anthem, protest songs, theme songs, jingles)

THE FUNCTION OF PHYSICAL RESPONSE • music is used to accompany dance, other moving activities • music elicits, excites, and channels behavior THE FUNCTION OF ENFORCING CONFORMITY TO SOCIAL NORMS • music of social control, used to direct warning to erring members of a society or indicating what is considered proper behavior • songs for children, including traditional folk or specially composed songs devised to reinforce the values and ideas that parents, schools, and society wish to instill in young children THE FUNCTION OF VALIDATION OF SOCIAL INSTITUTIONS AND RELIGIOUS RITUALS • music that emphasizes the proper/improper in a society, music that tells people what to do and how to do it e.g., order of music in a religious service, fraternity songs, club-like groups THE FUNCTION OF CONTRIBUTION TO THE CONTINUITY AND STABILITY OF CULTURE • music is a summative activity for the expression of values, a means whereby the “central beliefs” of a culture are exposed • music’s existence provides a normal and solid activity which assures members of a society that the worked is continuing in a right or proper direction (e.g., passing along songs from one generation to the next; traditional songs (Christmas, Chanukah) sung over generations THE FUNCTION OF CONTRIBUTION TO THE INTEGRATION OF SOCIETY • draws music together • invites, encourages, and “requires” individuals to participate in group activity Note: The following three prompts are presented here EXACTLY as they appear on the midterm. Consider preparing your essays ahead of time and simply copy them in place. What is good music? 1. “Good” music is music that helps me define my identity; it helps me define “me.” 2. “Good” music is music that expresses a composer’s, songwriter’s, or performer’s emotions. 3. “Good” music is music that evokes or elicits emotional response from the listener. 4. “Good” music is music that makes me think about/contemplate the music and nothing else (no lyrics, no stories or other theme, just the music). 5. “Good” music is music that promotes unity among people. 6. “Good” music is music that demonstrates human achievement and potential. 7. “Good” music is music that entertains without asking me to contribute too much to the experience. 8. “Good” music is music that points to the deeper meanings of human existence (e.g., forms of feelings, transcendental experiences, etc.).

9. “Good” music is music that is commercially successful and/or makes a lot of money. 10. “Good” music is music that is generated for the sheer joy of creation and expression of personal artistry and not for personal gain. 11. “Good” music is music that has “stood the test of time.” 12. “Good” music is music that helps raise our awareness to problems in society (e.g., issues of social justice or inequality). 13. “Good” music is music that distracts me from the troubles of the day. 14. “Good” music is music that makes the ordinary/mundane more special. 15. “Good” music is music that is educational or teaches us something practical. 16. “Good” music is music that helps with the transmission of cultural values from generation to generation. Titon and Slobin Article What musical subcultures do you identify with most strongly? What do you dislike? Are your preferences based on contexts, aesthetics, or a belief system? Reference topics from the Titon and Slobin article in your answer. Write two paragraphs of 6–8 well-written sentences using proper grammar and syntax. Summary: Schafer Article Soundscape: The definition of soundscape includes three main factors: audience, environment and the sound event comprising the features of 'keynote', 'sound signal' and 'soundmark' Three features: keynote, signal, soundmark  Soundmark: This feature is essentially an auditory landmark: a sound that is uniquely and recognisably related to a particular location and/or culture.  Keynote: the background audio that sets the thematic tone for the piece and which other sounds modulate around  Signal: describing foreground sounds that are usually more consciously attended to. Earwitness vs Eyewitness...