INTRODUCTION TO MUSICAL TIMBRE II YU / LAMONT FEBRUARY 22, 2018 - - PowerPoint PPT Presentation

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introduction to musical timbre ii

INTRODUCTION TO MUSICAL TIMBRE II YU / LAMONT FEBRUARY 22, 2018 - - PowerPoint PPT Presentation

Sep 18, 2022 438 likes •693 views

LINGUIST 197M, SPRING 2018. CLASS 5.2 INTRODUCTION TO MUSICAL TIMBRE II YU / LAMONT FEBRUARY 22, 2018 LINGUIST 197M, SPRING 2018. CLASS 5.2 2 LINK FROM LEXI https://www.youtube.com/watch?v=sZZTfu4jWcI LINGUIST 197M, SPRING 2018. CLASS 5.2

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INTRODUCTION TO MUSICAL TIMBRE II

YU / LAMONT FEBRUARY 22, 2018

LINGUIST 197M, SPRING 2018. CLASS 5.2

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LINGUIST 197M, SPRING 2018. CLASS 5.2

LINK FROM LEXI

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https://www.youtube.com/watch?v=sZZTfu4jWcI

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LINGUIST 197M, SPRING 2018. CLASS 5.2

CHRISTOPHER WHITE: MUSIC THEORY TALK

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Friday, February 23, 2:30pm, FAC Room 365, FREE "WHAT IF HARMONIC SYNTAX IS ACTUALLY ALL ABOUT METER?" by Christopher White, Assistant Professor of Music Theory, UMass Amherst. Part of the RESEARCH IN MUSIC SERIES. Abstract: What if composers choose chords not because of harmonic function or syntax, but primarily to support a piece's meter? I ask this question by creating and validating a generative harmonic model that relies not on a matrix of chord transitions, but rather on a suite of metric/harmonic “rules.” To derive these rules, I undertake a corpus analysis to identify the kinds of chords and chord changes that appear on strong and weak metric pulses, namely that more pitch class change occurs on stronger pulses, as do the tonic, subdominant, and dominant triads. I then create a model to generate harmonic progressions within a duple metric grid using these properties. The output is then validated against 1) several other models derived from corpora of tonal music, 2) an expert model derived from music theory, and 3) a baseline model; the model is found to behave reasonably similar to the corpus models. I end by outlining the larger implications of these findings, including the speculation that these meter/harmony overlaps might exert influence across various repertoires that rely on both diatonic harmony and metric grids.

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LINGUIST 197M, SPRING 2018. CLASS 5.2

STANDING WAVES: FROM PULSES

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http://www.gestaltreality.com/wp-content/uploads/2012/05/pulses-superimposition.gif

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LINGUIST 197M, SPRING 2018. CLASS 5.2

STANDING WAVES: ROPE ANIMATION

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http://www.open.edu/openlearn/science-maths-technology/engineering-and-technology/ technology/creating-musical-sounds/content-section-5.1

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STRING RESONANCE

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LINGUIST 197M, SPRING 2018. CLASS 5.2

STRING RESONANCE

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Strings naturally vibrate at a fundamental frequency, and at harmonics that are integer multiples of the fundamental

https://upload.wikimedia.org/wikipedia/commons/5/5c/Standing_waves_on_a_string.gif

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LINGUIST 197M, SPRING 2018. CLASS 5.2

STRING RESONANCE

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http://www.open.edu/openlearn/science-maths-technology/engineering-and-technology/technology/creating-musical-sounds/content-section-5.4

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LINGUIST 197M, SPRING 2018. CLASS 5.2

STRINGS AS RESONATORS: SYMPATHETIC STRINGS

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https://www.india-instruments.com/encyclopedia-sitar.html

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LINGUIST 197M, SPRING 2018. CLASS 5.2

SITAR: PLAYING STRINGS (ANOUSHKA SHANKAR)

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https://youtu.be/94IGuku0v1k?t=5m32s

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LINGUIST 197M, SPRING 2018. CLASS 5.2

SITAR TUNING: SYMPATHETIC STRINGS

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https://www.youtube.com/watch?v=iNkkbdgrrdQ

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LINGUIST 197M, SPRING 2018. CLASS 5.2

COMPARE TO SARASWATI VEENA (CARNATIC)

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https://youtu.be/4yv4ea1pFp4?t=1m6s

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TUBE RESONANCE

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LINGUIST 197M, SPRING 2018. CLASS 5.2

TUBE RESONANCE: VIDEO INTRO

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https://www.youtube.com/watch?v=bHdHaYNX4Tk

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LINGUIST 197M, SPRING 2018. CLASS 5.2

TUBE RESONANCE: OPEN AT BOTH ENDS

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http://www.open.edu/openlearn/science-maths-technology/engineering-and-technology/technology/creating-musical-sounds/content-section-5.8

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LINGUIST 197M, SPRING 2018. CLASS 5.2

TUBE RESONANCE: OPEN AT ONE END

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http://philschatz.com/physics-book/contents/m42296.html#import-auto-id1379919

Open at one end Open at both ends

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LINGUIST 197M, SPRING 2018. CLASS 5.2

CLUTE VS. FLARINET

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http://newt.phys.unsw.edu.au/jw/flutes.v.clarinets.html

https://youtu.be/N5Ch2NThFvY

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LINGUIST 197M, SPRING 2018. CLASS 5.2

THE SPEED OF SOUND

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v = λ𝛏 Velocity = wavelength x frequency

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LINGUIST 197M, SPRING 2018. CLASS 5.2

COMPUTING THE SPEED OF SOUND IN AIR

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Velocity = wavelength x frequency

https://www.education.com/science-fair/article/speed-sound-resonance-cylinder/

http://www.webassign.net/labsgraceperiod/asucolphysmechl1/lab_10/manual.html

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LINGUIST 197M, SPRING 2018. CLASS 5.2

(HOMEFUN)! SPEED OF SOUND IN PROPANE

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https://www.youtube.com/watch?v=pWekXMZJ2zM

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MUSICAL INSTRUMENTS AND TIMBRE

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LINGUIST 197M, SPRING 2018. CLASS 5.2

REAL-TIME OSCILLOSCOPE

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http://academo.org/demos/virtual-oscilloscope/

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LINGUIST 197M, SPRING 2018. CLASS 5.2

REAL-TIME SPECTRUM ANALYZER

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http://academo.org/demos/spectrum-analyzer/

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LINGUIST 197M, SPRING 2018. CLASS 5.2

REAL-TIME SPECTRUM ANALYZER II

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http://musiclab.chromeexperiments.com/Spectrogram