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Chapter 2 Find your folders, get a textbook, have a seat Respond to the following statement in your journals; “Do you think music can enhance (make better) experiences and relationships? Explain why or why not.” Begin Chapter 2, “Music as Culture” Anthropologists Ethnomusicologists Culture Music culture Rhythm Timbre Genre Musical style Traditional music Popular music Classical music Gamelan Chamber music Berry Gordy Jr. Wolfgang Amadeus Mozart Get notebooks and have a seat No textbooks today Explain what the music of various cultures teaches us about the cultures and their people. Identify classifications and specific types of musical instruments and the sound each produces. Analyze examples of traditional music form distinct world cultures. Describe the history and contribution of Motown to American popular music. Discuss the characteristics of classical music. Cultural foundations of music ◦ Instruments have been found dating back to 2000 B.C. ◦ Ancient artwork shows people playing instruments Art was important Art helped define the culture Many cultures have unwritten musical traditions ◦ Two groups study these traditions ◦ Anthropologists – Scholars who study the physical and cultural characteristics and social customs of a group of people ◦ Ethnomusicologists – Scholars who study the music of different cultural groups ◦ They both study written and unwritten music and how music and culture influence one another Culture – ◦ The customs, beliefs, language, arts and institutions of a group of people that are learned and transmitted within the group Culture can apply to any specific group within a society Music Culture – ◦ The performance practices, means, traditions, uses, and beliefs about music of a group of people, either from a specific time or place ◦ Many cultures have unwritten musical traditions ◦ Music traditions are best viewed in the context in which they originate Melody – ◦ Logical succession of musical tones Rhythm – ◦ The way the beats or pulses are organized and subdivided Timbre – ◦ The distinct tonal quality of an instrument or voice, which is clearly identifiable by the ear (tone color) Pitch – ◦ The highness or lowness of sound determined by its frequency of vibration Aerophone– ◦ Instruments that produce sound by a vibration of air – flutes, oboes, trombones Idiophones – ◦ Simple solid instruments that produce sound by being struck, scraped, or shaken – gongs, cymbals, rattles, xylophone. Membranophones – ◦ Instruments that produce sound by striking or rubbing a skin or membrane stretched across a resonating air chamber – conga, drums, timpani Chordophones – ◦ Instruments that create sound by striking, rubbing, or plucking a taut string – guitar, harp, violin Electrophones – ◦ Instruments that generate sound from electricity – electric organs and synthesizers Need notebook, probably no textbook Categorizing familiar musical instruments ◦ Create a list of music instruments with which you are familiar. ◦ Classify the instruments into the five basic categories: aerophones, idiophones, membranophnes, chordophones, or electrophones. ◦ What characteristics of the instruments helped you classify them? ◦ Are there any instruments that might fall into more than one category? How did you decide? Instruments are identified by the range of pitches they can play Pitch is effected by the size of the instrument – larger is lower Stretching a membrane raises pitch For each excerpt, describe all the timbres and identify the instruments producing the sounds your hear. Locate the general pitch range you hear for each instrument on the chart on p. 28. then, classify the instruments according to their appropriate category. Excerpt 1 ◦ “Moto Perpetuo” ◦ Metal timbre ◦ Steel pans ◦ Range about that of a piano ◦ idiophone Excerpt 2 ◦ ◦ ◦ ◦ ◦ “Exploration” Horn timbre Conch shells, drums Range of trombone Aerophone & idiophone Excerpt 3 ◦ ◦ ◦ ◦ ◦ “Libertango Tango Suite” String, accordian timbre Cello, bandoneon Range of cello – clarinet Chordophone & aerophone Excerpt 4 ◦ ◦ ◦ ◦ ◦ “Three-Part Invention No. 15” String & wood timbres Banjo, violin, marimba Range from cello – violin Chordophones & idiophones ◦ ◦ ◦ ◦ ◦ “Piano and Woodwind Quartet” Woodwind timbres Flute, oboe, clarinet bassoon, horn Range from horn – flute aerophone Excerpt 5 Excerpt 6 ◦ ◦ ◦ ◦ ◦ “Flight of the Bumblebee” Brass timbre Trumpet, horn, trombone, tuba Range of tuba-trumpet Aerophone ◦ ◦ ◦ ◦ ◦ “Papa Was a Rolling Stone” Guitar and drum timbres Electric guitar Range bass guitar-lead guitar electrophones Excerpt 7 Excerpt 8 ◦ ◦ ◦ ◦ ◦ “What Child is This?” electronic timbres English horn, synthesized bass Range bass guitar – English horn Aerophone & electrophone Design an instrument from each category(except electrophone). Either build the instruments or write a short paragraph about how you would build each instrument. You can build some instruments and write about others. Brainstorm a definition of each of the three musical categories: traditional, classical, and popular. Genre - ◦ A particular type of music with a distinctive form or sound Musical style – ◦ A form of expression within a musical genre You can identify music by making certain distinctions ◦ What instruments are playing – symphony or rock band ◦ Behavior and dress of the musicians ◦ Social and cultural context – also helps us understand the culture Informal music that develops within and is strongly associated with a cultural group or region – “folk music” Closely tied to language and customs Participatory Oldest and most prevalent category Ceremonial, religious, celebratory, or entertainment Rarely written down or used for commercial purposes ◦ Taught by word of mouth in social settings ◦ ◦ ◦ ◦ ◦ Music intended for a wide audience, often featuring prominent melodies ◦ Mostly for entertainment ◦ Participatory ◦ Has roots in traditional and classical music A style of art music that stands apart from traditional or popular music ◦ ◦ ◦ ◦ Musicians have formal training Not participatory Associated with more educated members of society At one time, only wealthy citizens and leaders were allowed this music. Categorize and evaluate music in terms of genre ◦ Listen to the first two examples. Then, describe the following. Its social function: Where would your hear it? What function does it serve? Its music qualities: What do you hear? Do you hear repetition? A strong beat or melody? ◦ Now listen to two different recordings of the same pieces. Would you categorize these in the same way? Do you think the function or intended audience is different? Explain. Notebooks and textbooks today, please!! Some cultures have musical expressions so distinctive that they are immediately recognizable Mexico – large country with many regions ◦ Music plays a central role in the lives of the people List influences on the music of Mexico (should find at least three) What events commonly use music in this culture? List all the instruments typically used in traditional music from the state of Veracruz Influences ◦ Native cultures - Religious and social music was important ◦ Spanish - introduced a wide variety of music and instruments ◦ Enslaved Africans and Caribbean immigrants influenced Mexican music ◦ This blend is called mestizso – mixed culture Each region produces its own unique musical forms All use Spanish instruments Music used for baptism, birthdays, weddings, anniversaries, funerals, civic ceremonies, and religious holidays East – Veracruz ◦ Played on 4 instruments Arpa – 36 string harp that plays melody and bass Requinto jarocho – 4 stringed guitar that plays melody Jarana – thin guitar that plays rhythmic and harmonic accompaniment Six-string guitar – rhythmic and harmonic accompaniment ◦ Sones jarochos – traditional songs ◦ Activity 4, p.33 – CD 2:33 La Bamba Province of the Republic of Indonesia, north of Australia People are know for their uniquely ritualistic forms of music, drama, and dance Islam is the predominant religion in Indonesia Hindu is the most common in Bali Nearly everyone in Bali is an artist Gamelan – ◦ A Balinese music ensemble or performing group ◦ Many types of groups ◦ Musicians play metallophones, gongs, cymbals, drums, flutes, and a 2-stringed fiddle ◦ Musicians are male, the women dance ◦ Dances relate to religious stories of the region One of the most popular dance dramas Struggle between good and evil Accompanied by a gamelan orchestra Overture to the Barong Dance (Balinese Gamelan) Can you detect two distinct moods? Describe them. ◦ One is dramatic and spirited the other is calm and peaceful. The moods represent the struggle between good and evil Is there any repetition? ◦ Yes, there a repeated patterns. Does the tempo stay the same or change often? ◦ The tempo changes from fast slow and back What instrument leads the group? ◦ Drums Textbooks and notebooks again today! Motown is the nickname for Detroit, Michigan (Motor City) In music it means the name of one of the most successful and influential music recording companies in the world At one time it was the largest business in the US owned by African Americans Write the entire sentence. Use your text to help. Include a date if you can find one. Barry Gordy inducted to Rock Hall of Fame First hit song is released, “Money” Motown Moves to Los Angeles Gordy borrowed $800 to start record company Motown sold to MCA for $61 million “Dancing in the Street” released, an important Civil Rights movement song ◦ Barry Gordy quits job at Ford plant to become songwriter. ◦ The Supremes sign with Motown records ◦ ◦ ◦ ◦ ◦ ◦ Berry Gordy, Jr. (assembly line worker) started Motown records in the late 1950’s with a borrowed $800 The first hit was in 1960 “Money” In 1961 he signed the Supremes Motown of the 60’s established a sound and a style of dress and performance It helped propel African American artists into the mainstream The Supremes Berry Gordy Jr. Berry Gordy built Motown into a powerful force with groups like Smokey Robinson and the Miracles, The Temptations, and Marvin Gaye 75% of Motown releases became hits In 1988 he was inducted into the Rock and Roll Hall of Fame That year he sold Motown records for $61 million. Most of the music was simple and happy Gordy was famous for asking, “Let’s say you’ve got a dollar and you’re hungry. Would you buy a sandwich or would you buy this record?” “Dancing in the Street” List 4 reasons why you believe this song clearly was preferred over the sandwich. As you listen, try to name the major cities the group sings about. ◦ Chicago, New Orleans, New York, Philadelphia, Baltimore, D.C., Detroit, LA Cover – ◦ One musicians’ playing or recording of a song made famous by another artist Activity 6, p. 39 CD 2. 3 & 4 ◦ Which version is the cover? “Do You Love Me?” ◦ Written by Berry Gordy ◦ Recorded by The Contours in 1962 – went to #3 on the charts ◦ Recorded by the Dave Clark Five in 1964 and went to #11 ◦ Released in 1988 and returned to #11. Each of these statements is incorrect. Rewrite them in your notes with the correct info. 1. Very few cultures have produced classical music throughout different historical periods 2. Classical music is commonly associated with specific place a time, Europe between 1830-1950. 3. During classical period, composers such as Manuel Maria Ponce and Carlos Chavez wrote some of their greatest works. 4. Composers were supported financially by middle class. 5. As the middle class made more money, they wanted to share some privileges of the elite such as athletics and drama. 6. Composers were not influenced by middle class tastes. Please, get your NOTEBOOK and a copy of the TEXTBOOK Many cultures have produced classical music throughout history Classical music is usually associated with Europe between 175 and 1830 The Classical Period ◦ Patronage system Composers and musicians were supported by the rich(royalty and church leaders They were employees and taught the wealthy students As the period advanced, more people made more money As they made more money, the middle class wanted to share in the cultural entertainments of the elite class Their children took music lessons Composers were influenced by the tastes of the middle class ◦ Some wrote music for amateur musicians ◦ They used familiar folk and popular tunes in their music ◦ Mozart and Haydn wrote dance music for public balls Music written during the classical period for small ensembles Music was played in small private homes, not concert halls Theme and variations was popular during this period Activity 9, p. 44 CD 2:6 Quintet for Clarinet and Strings in A Major by Mozart ◦ How is a sense of unity achieved? Each variation is based on the same theme ◦ How is variety achieved? Changes in tone color, tempo, dynamics, tonality, & articulation ◦ What in the music suggests that Mozart had a sense of humor? Use of staccato, tempo changes, and the surprising ending 1756-1791 One of the world’s most celebrated composers Musical genius Child prodigy – performing for royalty and composed his first symphony at age 8 and his first opera at age 11 Wrote sacred works, piano music, orchestral works, vocal music, chamber music concertos, and operas Operas – The Marriage of Figaro, Don Giovanni, and The Magic Flute (still performed today) His music reflects his wide range of moods, formal perfection, rich harmony, ingenious coloration and melodic beauty Died in poverty at age 35 To review for our quiz on Monday, complete the chapter review, p. 47 #1-13. Write out all terms, use complete sentences and complete thoughts in your responses. Music written during the Classical period for small ensembles ◦ Chamber music Form of expression within a musical genre ◦ Musical style Scholar who studies the music of different cultural groups ◦ Ethnomusicologist The name of music intended for a wide audience, featuring prominent melodies and simple chordal accompaniment ◦ Popular music Designates a particular type of music with a distinctive form or sound ◦ Genre Instruments that produce sound by a vibrating column of air ◦ Aerophones The distinct tonal quality of an instrument or voice, which is clearly identified by the ear ◦ Tone color Balinese music ensemble ◦ Gamelan Performance practices, means, traditions, uses and beliefs about music of a group of people, either from a specific time or place ◦ Music culture Simple solid instruments that produce sound by being struck, scraped, or shaken ◦ Idiophones Instruments that generate sound from electricity The oldest more prevalent category of music Style of “art” music that stands apart from traditional or popular music? ◦ Electrophones ◦ Traditional music ◦ Classical music Motown All Music shares these common elements: •Melody •Rhythm •Timbre •pitch • one of the most successful and influential music recording and publishing empires •Located in Detroit, Michigan •One of the most distinctive rock and roll music styles of the 20th century Influences of Mexican music: •Spanish •African Music Traditions •Many cultures have unwritten musical traditions •Music traditions are best viewed within the context of the culture Random Information •The theme and variation was popular during the classical period •The larger the instrument the lower the pitch Describe the history and contribution of Motown to American popular music. Name some of the artists. ◦ History late 1950’s Berry Gordy Jr., song writer and music producer, started a record company in Detroit After his first hit, “Money”, in 1960 he looked for new artists ◦ Contributions New distinctive sound Influenced attitude and dress ◦ Artists The Supremes Marvin Gaye Smokey Robinson Michael Jackson Traditional Folk music Associated with specific cultures or areas Participatory Tied to language and customs Popular Intended for wide audience Reflects culture but can create its own culture entertainment
