[PPT] - INTRODUCTION TO RHYTHM YU / LAMONT MARCH 27, 2018 2 REVIEW OF PowerPoint Presentation

SLIDE 1

INTRODUCTION TO RHYTHM

YU / LAMONT MARCH 27, 2018

LINGUIST 197M, SPRING 2018. CLASS 9.1

SLIDE 2

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REVIEW OF VOCAL TRACT LENGTH

Review Question:

Write down your inter-formant distance measurement and estimated vocal tract length on the board .

SLIDE 3

LINGUIST 197M, SPRING 2018. CLASS 8.1

NATURAL RESONANCES FOR SCHWA

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http://rstb.royalsocietypublishing.org/content/363/1493/965

SLIDE 4

LINGUIST 197M, SPRING 2018. CLASS 8.1

ESTIMATING YOUR VOCAL TRACT LENGTH!

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http://sail.usc.edu/~lgoldste/General_Phonetics/Source_Filter/SFb.html#VTL

SLIDE 5

LINGUIST 197M, SPRING 2018. CLASS 8.1

ESTIMATING YOUR VOCAL TRACT LENGTH!

5

▸ Record yourself producing a schwa-type vowel /ə/, and

while continuing to phonate, slowly raise the jaw a bit to a higher vowel, then lower again to schwa. Now glide smoothly to an /ɛ/-type vowel (as in "head'), and back to schwa.

▸ Create a textgrid. Examine the spectrogram of your

recording, and select a moment in time for labeling where the formants appear to be fairly equally spaced in

frequency. Measure the values of F1-F3 as in Part I and

record their values in the textgrid. Calculate the F2-F1 and F3-F2 at this point. Take the average of these as the inter-formant distance.

http://sail.usc.edu/~lgoldste/General_Phonetics/Week10/Formant_Analysis/index.html http://www.ling197m.krisyu.org/media/textgrid_vid_tutorial.mp4

SLIDE 6

LINGUIST 197M, SPRING 2018. CLASS 8.1

CLASS VOCAL TRACT LENGTH DISTRIBUTION!

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▸ Let’s draw the distribution of vocal tract lengths together!

SLIDE 7

LINGUIST 197M, SPRING 2018. CLASS 8.1

CHARACTERIZING DISTRIBUTIONS

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▸ Measure of central tendency ▸ Mean ▸ Median ▸ Measure of spread/variability ▸ Variance ▸ Standard deviation

SLIDE 8

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INTRO TO RHYTHM

SLIDE 9

LINGUIST 197M, SPRING 2018. CLASS 8.1

STRONG BEATS

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http://daniellevitin.com/publicpage/books/this-is-your-brain-on-music/this-is-your-brain-on-music-the- songs-in-the-book/#

SLIDE 10

LINGUIST 197M, SPRING 2018. CLASS 8.1

WHAT IS RHYTHM?

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The systematic patterning

f sound in terms of timing,

accent and grouping

Patel 2008: 96 ▸ a broad definition that allows us to talk about

connections between rhythm in music and speech

▸ cf. Levitin’s narrower definition: "shave and a haircut,

two bits" – (L)ong-(S)hort-S-L-rest-L-L – is a rhythm.

SLIDE 11

LINGUIST 197M, SPRING 2018. CLASS 8.1

REMEMBERING RHYTHMS

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SLIDE 12

LINGUIST 197M, SPRING 2018. CLASS 8.1

THE BEAT

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▸ In western music, and many, many other musical traditions

(but not all!), there is an underlying beat or pulse to music, to which we can synchronize foot taps, or musical events.

Demo: Listen to this melody and tap your foot in time.

http://websrvr90va.audiovideoweb.com/va90web25003/companions/patel/MLB_3_1.WAV

▸ Even when drums or other percussion aren't making it

bvious, the beat is there, as part of the performer's

intention, and in how a listener perceives the musical piece.

Is there a unique “correct” answer for the beat?

SLIDE 13

LINGUIST 197M, SPRING 2018. CLASS 8.1

A BOHEMIAN FOLK MELODY

13 This is the melody of a children's song, indexed as melody K0016 in a database of Bohemian folk melodies...The melody was chosen because it is historically recent and follows familiar Western conventions, yet is unlikely to be familiar to most readers and is thus free of specific memory

associations. It also illustrates basic aspects of rhythm in a simple form.

Patel (2008: 99)

websrvr90va.audiovideoweb.com/va90web25003/companions/patel/MLB_3_1.WAV

SLIDE 14

LINGUIST 197M, SPRING 2018. CLASS 8.1

PIANO ROLL NOTATION

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https://musiclab.chromeexperiments.com/Piano-Roll/

SLIDE 15

LINGUIST 197M, SPRING 2018. CLASS 8.1

POSSIBLE FUNCTIONS OF THE BEAT

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▸ To synchronize dance ▸ To facilitate ensemble playing (music without a regular

beat tends to be solo music).

▸ ?? ▸ This sort of synchronization of movement to beat is

sometimes claimed to be species-specific (to humans!)… but see discussion in Patel 2008: 408-411…

SLIDE 16

LINGUIST 197M, SPRING 2018. CLASS 8.1

THE BEAT: TAKE 2

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Demo: now try keeping a beat for these two passages

http://websrvr90va.audiovideoweb.com/va90web25003/companions/patel/MLB_3_3.WA
http://websrvr90va.audiovideoweb.com/va90web25003/companions/patel/MLB_3_4.WA

What differences did you notice between the two examples? Were you able to keep a beat equally well?

Patel (2008: 101)

SLIDE 17

LINGUIST 197M, SPRING 2018. CLASS 8.1

SNOWBALL AND FRIENDS

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https://youtu.be/cJOZp2ZftCw

SLIDE 18

LINGUIST 197M, SPRING 2018. CLASS 8.1

RONAN THE SEA LION

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https://youtu.be/6yS6qU_w3JQ

See also https://doi.org/10.3389/fnins.2016.00274

SLIDE 19

LINGUIST 197M, SPRING 2018. CLASS 8.1

RHYTHM IN THE WILD

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https://doi.org/10.1016/j.cub.2017.06.035

SLIDE 20

LINGUIST 197M, SPRING 2018. CLASS 8.1

RHYTHM IN THE WILD: ELEPHANT SEALS

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https://youtu.be/uK8BbgTZAvs

SLIDE 21

LINGUIST 197M, SPRING 2018. CLASS 8.1

MUSIC THERAPY FOR PARKINSON’S

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https://youtu.be/3-wrNhyVTNE

METER

Why is it easy to tap twice as fast, or half as fast, as the beat you originally pick?

SLIDE 23

LINGUIST 197M, SPRING 2018. CLASS 8.1

METER

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How beats are grouped, and their relative prominence ▸ Meter is an abstract structural property of a musical

piece. It's not the case that a particularly prominent

musical event will be aligned with a prominent beat.

▸ Typically, beats are grouped into twos (or threes), with the

first of of them being more prominent, or having an accent.

▸ These groups can be further grouped, with a greater

accent again on the first.

▸ Time signatures are one way of notating meter

SLIDE 24

LINGUIST 197M, SPRING 2018. CLASS 8.1

THE METRICAL GRID FOR FOLK SONG DEMO

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websrvr90va.audiovideoweb.com/va90web25003/companions/patel/MLB_3_1.WAV

SLIDE 25

LINGUIST 197M, SPRING 2018. CLASS 8.1

THE METRICAL GRID

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The relative prominence, or degree of accent, of the beats, is shown

in terms of the number of grid marks.

This is a grouping into in 4, which would be termed 4/4 meter (the 4

beats are shown on the (1x) row / tier. The one beat has the highest level of prominence, and the three the next highest. 2 and 4 are less prominent.

The spaces between the beats are divided into two (the 2x tier).

These would be the eighth notes in standard musical notation, and if we divided these spaces into 4, we'd have 16th notes.

SLIDE 26

LINGUIST 197M, SPRING 2018. CLASS 8.1

BEATS AND SUB-BEATS: DRUM MACHINE

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https://youtu.be/GbnpXUI9RXU

SLIDE 27

LINGUIST 197M, SPRING 2018. CLASS 8.1

TIME IN THE HEAD

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http://daniellevitin.com/publicpage/books/this-is-your-brain-on-music/this-is-your-brain-on-music-the- songs-in-the-book/# Jig vs. reel: https://youtu.be/eo_AJQBxZ3c

SLIDE 28

LINGUIST 197M, SPRING 2018. CLASS 8.1

YOUR TURN: DRUM MACHINE

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https://musiclab.chromeexperiments.com/Rhythm/

SLIDE 29

LINGUIST 197M, SPRING 2018. CLASS 8.1

TEMPO AND EMOTION

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SLIDE 30

LINGUIST 197M, SPRING 2018. CLASS 8.1

TEMPO AND EMOTION

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SLIDE 31

LINGUIST 197M, SPRING 2018. CLASS 8.1

TEMPO AND EMOTION

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SLIDE 32

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NON-WESTERN RHYTHM

SLIDE 33

LINGUIST 197M, SPRING 2018. CLASS 8.1

TAAL

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https://en.wikipedia.org/wiki/Tala_(music)

SLIDE 34

LINGUIST 197M, SPRING 2018. CLASS 8.1

TAAL

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SLIDE 35

LINGUIST 197M, SPRING 2018. CLASS 8.1

TAAL

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Tintal: https://youtu.be/RYm_mjrxquo Jhaaptal demo at 7 min. 40: https://youtu.be/g-TlqIQ17NU Clapping to Jhaaptal: https://youtu.be/c2Vabc-oep4 A vintage film song in Jhaptal (with English subtitles):

https://youtu.be/51fb9R7AbXk