Music Essay Assignment Available

Music Essay
Music Essay

Music Essay

Order Instructions:

Course Materials: Jeff Todd Titon et al. Worlds of Music: An Introduction to the Music of the World’s Peoples, Shorter Version/3rd Edition. Belmont, Ca.: Schirmer,2009, ISBN: 978-0=495-57010-3 (includes 3 audio CDs).

The excerpt from “Sarasiruha“, CD 2:3, textbook pp. 201-207, gives a condensed idea of a typical performance. After listening (patiently!) to this beautiful music, how does it (or maybe a part of it) closely reflect the meaning of the text on page 206? Do you know of any music in American culture that celebrates learning?

• Length of 250 words minimum
• Relevance to assigned discussion topic(s)
• Depth, originality, thoroughness, writing quality

SAMPLE ANSWER

Music Essay

Different communities have their distinct music styles. The Indian music styles, for instance, have noticeable differences from those of western origin. This paper delineates on the Sarasiruha, an Indian music and examines whether music in America celebrates learning.

Sarasiruha is a song composed by Pulaiyur Doraisamy in the Nineteenth century. The song is addressed to the goddess of music and learning, Saraswati. Listening to the music enabled me to learn various aspects concerning the lyrics and the song itself. I found out that it exemplifies what Titon et al. (2009) describe in their book. The melodies of the song are not precisely noted, hence, taught orally. It has no definitive versions, a factor that contributes to the many versions. The song has five parts which include: tanan, alapana, kirti, tani, and kalpana svaras.  At first instance of listening to the song, it appeared to have no patterns but when listened to closely, I noticed the above actually exist.  Instruments accompany the song and my favorite part is kriti. The first section, also known as alapana, is a free flowing exposition, and also explores raga. The part has no regular beat. Another section- tanam, is highly rhythmic exposing raga and is as well associated with drome. Therefore, the song is reflective of the meaning of what Titon et al. (2009) describe.

A number of songs celebrate learning in U.S. One of them is ‘Birmingham Sunday’ performed by Joan Baez. The song recounts the bombing that took place on the African American Baptist church in Birmingham. The song, even though is emotional, it teaches the citizens to embrace one another regardless of one’s race. People are able to learn the importance of embracing one another after listening to the song.

Reference

Titon, J., et  al. (2009). Worlds of Music: An Introduction to the Music of the World’s Peoples, Shorter Version/3rd Edition. Belmont, Ca.: Schirmer, ISBN: 978-0=495-57010-3.

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Understanding Music Essay Term Paper

Understanding Music
Understanding Music

Understanding Music

Order Instructions:

Course Materials: Jeff Todd Titon et al. Worlds of Music: An Introduction to the Music of the World’s Peoples, Shorter Version/3rd Edition. Belmont, Ca.: Schirmer,2009, ISBN: 978-0=495-57010-3 (includes 3 audio CDs).

A minimum of 250 words for each threaded discussion is required for your answer to each discussion question. Students may post anytime during the week to either discussion.

Reference: Text chapter. 3.
What characteristics of African music are similar to Western European traditions? How is the music used in the society?

• Length of 250 words minimum
• Relevance to assigned discussion topic(s)
• Depth, originality, thoroughness, writing quality

SAMPLE ANSWER

Understanding Music

 Introduction

If there is one factor that determines culture of a group, it is music. This is because many people have diverse versions and approaches to music. Although there is a cultural gap between African music and Western European tradition, some similarities still exist between them. Therefore, this paper engages in reviewing the similarities between African music and Western European traditions as well as disusing how music is used in the society.

Discussion

One of the similarities between African music and western European culture is the common sharing of same music traditions. These genres include jazz, blues, gospel, hip-hop, rock and roll, and calypso (Titon et al. 12). The writers noted that most contemporary African music are built from ‘cross pollination’ of western European culture. In addition, African music has borrowed aspects, especially the musical instruments and recording tradition from the Western European culture (Titon et al. 13).

There are varied uses of music in the society, but chief among these is entertainment. Music in most societies is also used in worship and communications. Most cultures appreciate this importance by engaging in all aspects of accessing music. It is used for economic reasons where a singer sells his musical albums. Therefore, singers engage in this employment-oriented profession (Titon et al. 18).

Conclusion

It can be concluded that there exists a correlation between African music and Western European culture. The relationship is mutual in that both societies interact with each other to enhance their music cultures. The paper also noted that uses of music are inexhaustible. They range from entertainment, worship, communication, to employment among many others.

References

Titon, Jeff T, Timothy J. Cooley, David Locke, Anne K. Rasmussen, John M. Schechter, Jonathan P. J. Stock, David P. McAllester, and David B. Reck. Worlds of Music: An Introduction to the Music of the World’s Peoples. Belmont, Calif.: Schirmer/Cengage Learning, 2009. Print.

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Goralski Dance Analysis Assignment

Goralski Dance Analysis
Goralski Dance Analysis

Goralski Dance Analysis

Order Instructions:

Required text: Jeff Todd Titon et al. Worlds of Music: An Introduction to the Music of the World?s Peoples, Shorter Version/3rd Edition. Belmont, Ca.: Schirmer, 2009, ISBN: 978-0=495-57010-3 (includes 3 audio CDs).

Listen to the Goralski dance suite from the rural Podhale district of Poland, recorded in 5 short sections on CD 1:25-29, textbook pp. 154-163.

A. Each of the five dances is different, but how are they similar? (minimum 250 words)

B. Is there a contemporary American equivalent to such a set of dances? (minimum 250 words)

SAMPLE ANSWER

Goralski Dance Analysis

  1. Each of the five dances is different, but how are they similar?

The first similarity that one notices as he or she listens to the dances is the instruments that are employed. The members of the band use a variety of violins which produce distinct sounds that then make up the music. The second similarity is the presence of voices that are distinctly or ideally male and female with the respective voices dominating the dance at selected times during the song. The third similarity of these dances is the language that is used by the members of the band. All of the songs are sung in the same traditional Polish dialect. Last but not least, the dances had a similar arrangement enabling a listener to predict when the climax of the song will be (Titon, 2009).

  1. Is there a contemporary American equivalent to such a set of dances?

A possible contemporary American equivalent to such dances is the collection of dances performed by ‘cowboys’ from the Western Parts of the country. These dances include line dancing and the cowboy boogie. The reason why this can be considered to be a contemporary equivalent is the fact that the American version always features one or more acoustic guitars and a lead vocalist. During the dance, men and women take up different dance moves at select moments in the duration of the song. The dances can involve a minimum of two people while the upper limit can only be restricted by floor space. The arrangement of country music which is favored by line dancers also follows a predictable arrangement pattern.

References

Titon, J. et al. Worlds of Music: An Introduction to the Music of the World’s Peoples, Shorter Version/3rd Edition. Belmont, Ca.: Schirmer, 2009, ISBN: 978-0=495-57010-3

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Music of the Renaissance, Baroque, Middle ages

Music of the Renaissance, Baroque, Middle ages
Music of the Renaissance, Baroque, Middle ages

Music of the Renaissance, Baroque, Middle ages

You are going to listen to three (3) different listening selections, listed below.

For each example, I am asking only 2 questions:
1) Is the particular listening example indicative of the Middle Ages, Renaissance, or Baroque period?
2) Give 2 reasons to support your claim.
IMPORTANT: For listening selection #3, listen only to the first 5 min.-12 sec. (1st movement only)
Listening selection #1: https://www.youtube.com/watch?v=cE_7aqtgquo
Listening selection #2: https://www.youtube.com/watch?v=Lz0FmmNrTck
Listening selection #3: https://www.youtube.com/watch?v=UJbkvmwUMkw
*****LISTEN TO FIRST 5 min. 12 sec. ONLY ****
Use a lot of music vocabulary. I tried doing the first two it just doesn’t sound write to me. I will upload what I wrote for the first two selection I could not figure out the 3 selection this is very time related so please if it can be done on time.
This is what i came up with

Listening selection #1
1) This particular listening example is indicative of the renaissance period
2) Two reasons to support my claim are the fact that the song alternates between triple and duple beat subdivisions, also before the renaissance period
people used to have a basic chant. Another reason to support my claim is the fact that in the song it mentions “oh then they fell a- kissing” this is a pure
renaissance because during the renaissance love and affection wasn’t shamed as it was before, it was a public thing.

Listening selection #2
1) This particular listening example is indicative of the baroque period
2) Two reasons to support my claim are the fact that the lower voices add an unusually free polyphonic musical images like “wash auf” (wake up) and “wo
wo”(where where) and long melisma. Furthermore there were no unvaried dynamics meaning that there weren’t any big contracts and there were a small range of notes

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COMPARING THREE CHANTS ASSIGNMENT

Comparing Three Chants
Comparing Three Chants

Comparing Three Chants

This is the assignment I will put up the links to YouTube at the end
COMPARING 3 CHANTS ASSIGNMENT
You have been emailed 3 different chants of the middle ages, composed by:
Anonymous, Hildegard von Bingen, and Leonin (Notre Dame Cathedral, Paris).
All are examples of sacred chant written between the 11th and 12th centuries.
You are to write a compare/contrast “critique” of these 3 different chants. I would recommend the following organization:
1. Similarities of all 3 chants, noting any slight uniqueness within those similarities.
2. Differences between the 3 chants.
3. Unique qualities —something(s) that captures your attention —in each of the 3 chants
4. IF you had to choose your personal favorite, which chant would you choose, and why?
Please consider using the vocabulary listed below, and embedding these vocabulary terms as you write your critique. I have even included the vocabulary
definitions to help you.
There is no required length for this assignment. It will be as long as you think it needs to be to address the questions listed above. I’m not looking for a
dissertation, but rather a clear writing style, well organized that addresses basic answers to the first 3 questions.
For question #4, you need only answer in a couple of sentences.
HELPFUL VOCABULARY:
monophonic: single line of music, no chords or harmony; “one-dimensional” sound.
• polyphonic: two or more lines of music that work together but also have their own integrity.
• organum: a plainchant melody with at least one line of music added, often following the first
melody with the exact same rise and fall but starting on a different pitch. (eg: organum at the 4th or 5th, for example)
• conjunct: notes that proceed in step-wise movement (up or down)
• disjunct: notes that proceed by leap (not step-wise) movement (up or down)
• range: the expansive degree of highness and lowness of a melody (“wide range” = very high
to very low; “narrow range” = not much movement between highs and lows.
• metered: where the music has a steady beat, in groups of 5, 4, 3, 7, 8, etc.
• non-metered: where the music seems to follow the flow & cadence of the words (like in speech), rather than have an obvious beat-counting pattern.

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