|
|
| An organized succession of pitches forming a musical idea. (The tune: the part you whistle) |
|
|
|
| A tone’s specific frequency level (ie – high or low) (described either in Hertz (Hz) or by pitch name (A, Bb, C#, etc.)) |
|
|
|
| An embellishment or decoration of a melody |
|
|
|
| A grouping of beats into a regular pattern (usually only 2, 3, or 4 beats, but can be up to 16 or 32) |
|
|
|
|
|
|
| The length or duration of sounds (how sounds occur in time) |
|
|
|
| The larger underlying structure of a musical performance |
|
|
|
| The tone quality or “color” of a sound |
|
|
|
Instruments that require air to produce sound
(flutes, reeds, trumpets, organs, bagpipes) |
|
|
|
| Instruments that use strings to produce sound (violin, guitar, harps, piano) |
|
|
|
Instruments that vibrate to produce sound
(cymbals, wood block, triangle, bells, gongs, xylophone) |
|
|
|
Instruments that a vibrating, stretched membrane to produce sound
(all drums) |
|
|
|
Instruments that require electricity to produce sound
(synthesizer, Hammond organ, computers) |
|
|
|
| The “notes” that a musical tradition uses, defined by that tradition. (The West uses the 12-note octave, as seen on the piano) |
|
|
|
| Sequence of notes arranged in ascending order |
|
|
|
| The distance between two pitches |
|
|
|
|
|
|
| The accenting of a normally weak beat (What makes music “funky” or dance-like.) |
|
|
|
Multiple lines of music expressing the same musical idea
(typical singer with accompaniment) |
|
|
|
| Multiple performers playing simultaneous variations of the same line of music |
|
| Is music a universal activity or language? |
|
|
|
|
| The unconscious assumption that one’s own cultural background is “normal,” while that of others is “strange” or “exotic” |
|
|
|
| Music created in the context of wealth, requiring considerable training on the part of the musicians, and is performed for an educated and/or select audience. |
|
|
|
| Music originating among the common people of a nation or region, spread about or passed down orally, and uses simple instruments. |
|
|
|
| Any genre of music having wide appeal and thus large amounts of financial resources. |
|
|
|
| Music with two or more distinct music ideas sounding simultaneously |
|
| Concept: Musical Identity |
|
| (pages 40-42 in text, ideas related to how music can be an expression of cultural identity…) |
|
| Concept: Musical Transmission |
|
| (page 48 in text: the idea that different cultures may teach music to their younger generations in different ways: rote teaching vs. sheet music vs. “guru” approach) |
|
| Concept: Music’s Use vs. Function |
|
| (Page 42 in text: the way the music is perceived by outsiders and insiders in a culture is different: what is the “ritual” behind the music?) |
|
|
|
| Organized Sound (though we know this term is culturally defined by the culture that creates the music) |
|
| Concept: How can some cultures NOT consider “singing” to be “Music”?? |
|
| Since “music” is a culturally defined term, religions that don’t believe in the concept of sacred music (most Islam and some Buddhist sects) will not define sacred chanting as music. |
|
|
|
| The relationship between different sounds in a given piece, such as homophonic, polyphonoic, monophonic, or heterophonic. |
|
| Concept: Music’s connections to other arts |
|
| In most cultures, music is inextricably linked to other art forms, such as dance, visual arts, masks, etc. |
|
|
|
| a single, unaccompanied, melody. |
|