Tango: A Sad Thought That Can Be Danced 1 by Alfredo Minetti*

Size: px
Start display at page:

Download "Tango: A Sad Thought That Can Be Danced 1 by Alfredo Minetti*"

Transcription

1 Tango: A Sad Thought That Can Be Danced 1 by Alfredo Minetti* Imagine yourself arriving at the promised land after two miserable months in the sea, only to find out that most of your expectations were but figments of your imagination. You left behind the world as you knew it, and came divested of everything but the clothes on your back and a great deal of hope hope that you would make it big in this new world and that, at some point, you would be able to bring your family and provide a better future for your loved ones. A few of your fellow immigrants just could not take the cruel reality of the disillusion and went back, but the great majority, fueled with the inexplicable energy and will that immigrants often have, decided to stay and fight. You quickly realized and internalized deep down, though, that in this fight all the odds were against you; you feared it was a doomed battle from the start. This was the general sentiment of the huge mass of Europeans with Italians outnumbering all other nationalities whose journeys ended up in the Plate River harbors of Montevideo and Buenos Aires, the capitals of Uruguay and Argentina, in the late 19 th century and the first decades of the 20 th century. Resentment, nostalgia, and sadness were in the air and in the bodies; they became interwoven in the entire fabric of this emerging society. Before the turn of the century, those cities were small villages with dirt streets and gas lighting. Buenos Aires, however, was growing at a very fast pace, thanks to the grains and cattle that Argentina was producing and exporting. The country needed people, and so massive waves of immigrants started to arrive. Nevertheless, the opportunities they had been promised back in Europe did not materialize. Work was scarce and insufficient for most of the newcomers, both in the country and in the city, and people congregated in the outskirts of the cities, in overcrowded tenement-houses known as conventillos. In those cities, beginning in the 1870s, tango had its origins, as part of the same pan- American phenomenon that gave birth to the American Ragtime, the Cuban Danzón, the Brazilian Choro, and to other local musical traditions. This tango, practiced by the descendants of the first Spanish settlers, was very different from the tango we know today; it had a different feel, and tempo; drew upon different subjects; and had no lyrics. It was music for dance, not for reflection. It followed the binary pattern of dottedeighth/sixteenth/eighth/eighth figures, a very common rhythmic pattern around mid-19 th century throughout the Americas. This pattern was the basis for both the Tango and the Milonga. The Milonga, which was one of the main genres of music practiced in the pampas (plains) region of Argentina, appears to antecede the tango, and was played on the guitar 1 This article appeared originally (with illustrations) in the May 2005 edition of The Ryder magazine, Bloomington, IN. 1

2 in 2/4 time (the sixteenth figure described above would normally be connected to the following eighth). It was sung and played very slowly to the most common and simple Western harmonic progressions, and its main subject was always related to the solitary life in the pampas and to deep reflections over the meaning of life and human relations. It was the music of the gauchos, the cowboys of the Argentinean and Uruguayan plains. The main rhythmic difference between the milonga and tango was that the tango had no connection between the sixteenth figure and the following eighth, so you would feel the four notes driving the rhythm and it was played at a much faster tempo. A good sonorous image would be that of a happy habanera-type music in binary tempo full of staccatos. Violins, flutes, and guitars were then the typical instruments of the music groups, and their typical repertories consisted not only of tangos but also of waltzes and milongas, as well as other European styles brought by the early colonizers, still portraying very rural subjects. Nevertheless, this happy and jumpy binary tango of the 19 th century found itself in the midst of avalanches of people flocking into the cities, of immense urbanization projects, and of a multitude of disenfranchised human beings who had very little to celebrate at the end of their daily journeys. Amidst a changing social world, the tango began to change. Social classes became more defined: a diverse, huge mass of working class laborers, a relatively small petit bourgeoisie, and a very small but strong upper class formed by capitalists and land owners. It is in the realm of the working class world, of the outskirts and slums, and of the night, that the tango became italianized in the first decades of the 20 th century, became the tango that we know today: music for reflection, not necessarily for dance. Pessimism, fatalism, frustration, and melancholy were everywhere. For many Montevideans and Porteños (natives of Buenos Aires) the world seemed overwhelmingly unfair. Newcomers thought they had compromised too much for nothing and much of their world was suffused with nostalgia, an emotion that dominates the tango: nostalgia for what had been left behind, for the insurmountable distance from home and dignity, for a more feminine universe (with wives and families left behind, it was a heavily male-dominated population), for an idealized childhood and for a mystified past. And these together generated sadness concerning the present and future of the human condition, social injustices, and the impotence of the individual spirit. Bitterness, anguish, and solitude were in the mouths, blood, and souls. Solitude of the worst kind, the kind one experiences when surrounded by herds of people that Dantesque solitude that feels like overpowering cold in a minor key, which corrodes your innermost self at a very slow tempo. The music, literature, and dance of these emerging societies started to reflect and to examine their new existential dilemmas. The old tango was too fast for the expression of the social discontents, and from its binary tempo, 2/4 time-signature, it started to be played in quaternary tempo, usually 4/8 time signature. The main driving rhythm was 2

3 now comprised of four eighth rhythmic figures, and the tempo was dramatically slowed. The fast tempo at which the cities were changing contrasted with the slow tempo at which meaningful changes could happen for the individual, and this contrast found its way into the slow pace at which tango started to be played and the fast pace at which legs started to interlace. Similarly, the periods of economic instability and political upheaval with multiple coups and uprisings that plagued the region since the arrival of the first Europeans operated in combination with short intervals of stability to produce a kinetic energy that was quickly incorporated in the dynamic of the tango, in its music, lyrics, and dance. Tango is not easily susceptible to a rational and textual explanation of its essence one that does not sound over-simplistic and completely reductionist; one that does not sound plain ridiculous, precisely because, stripped of the music, lyrics, and dance, tango represents a very particular way to see and approach the world. Music, lyrics, and dance are perhaps but the epiphenomena of this worldview and its correspondent ethos. In other words, it is very easy to explain how the music and the rhythms go, or what the lyrics say, or even what the most common dance steps are, but that says necessarily nothing if there s a lack of deeper understanding of the tango universe; it only makes it sound like a very exotic cultural curio. Timing, tempo, pace, and beat, controlling the rhythm of our existence. Julio Mafud, in his Sociologia del Tango (Editorial Américalee: Buenos Aires, 1966), sees tango as a lifestyle, as an entire metaphysics and psychology sustained by a sum of Montevidean and Porteño characteristics. Everyone who embodies this metaphysics is a tanguero (be he or she a musician, lyricist, singer, dancer, or even none of these, as long as the person still identifies with its ethos.) Tanguiness, for Mafud, is much more than music, lyrics, and dance; it s an authentic cosmovision of the world. An interpretation of existence based on subjectivities, intuitions, and spontaneous and reflexive appreciations of reality. He provides us with a very interesting set of psychological characteristics of the so-called tango personality. He maintains that those individuals are usually very quiet, introspective and solitary, affectively unsatisfied, who give much importance to friendship and motherly love. They show street smarts and a good deal of social consciousness and awareness; they are often male chauvinists who communicate through the use of street slang (lunfardo), are very private about their lives, highly dependent on the advice of their friends, and are constantly worried not to be seen as stupid (gil). A consideration of the aesthetics of this universe is critical for its proper understanding. Tango developed in very specific locales and is associated with dark tones. It is the child of the night, of the outskirts, of the streets, of the thresholds the lyrics so pungently celebrate. It was raised in brothels, night clubs, bars, casinos, and cafes, and was not seen as morally acceptable for a good part of its history by either rich or poor families. It was viewed rather as the realm of perdition and dishonor, only embraced by those with low moral standards. It flourished in a world of distinctive aromas and peculiar tastes, which are embodied in its lyrics. 3

4 But when it comes to the aesthetics of this tango, sound plays a salient role. This overpowering invisible entity is the driving force behind the genre: the sounds of the expanding cities; of the screams, fights, and moans of the conventillos; the sound of a heart insisting on beating despite the brain relentlessly saying there is no reason to keep doing so; of loved and heated voices; and of the greatest voice of all: the legendary Uruguayan/Argentinean singer Carlos Gardel. And then, there is tempo; time is everything in life and music. Timing, pace, and beat, control the rhythm of our existence. Daytime versus nighttime; the fast tempo of progress versus the slow tempo of complacence; tango in two and tango in four; tango in four with a feeling of two. Chest to chest; the beat of two hearts coming together to better experience their existences alone; four legs in four, four legs in two. Fast fingers, slow fingers; syncopated phrases, syncopated lives. The new sound, timing, and aesthetics of the modern tango are reflected in the new instrumentation and orchestral arrangements. Tango is now in four and very syncopated; it is now the multilayered kinetic expression of violins, pianos, double-basses, guitars, cellos, and bandoneons. And it is this miraculous German instrument, the bandoneon, which came to be synonymous with tango and the incarnation of the aesthetics, metaphysics and ethos of the entire genre. It can be thought of as the equivalent of the electric guitar in the context of blues. The introduction of the bandoneon (a portable squeezebox of the family of the concertinas), with its plaintive sound, gave 20 th century tango groups the possibility to express much soberer and darker emotions, and to convey as never before the lamenting and nostalgia that ran throughout the social fabric. All the tango orchestras or ensembles after the 1920s incorporated the bandoneon, and the instrument came to be associated with the main figures in the history of the genre, such as Greco, Arolas, Maffia, Laurenz, Fresedo, Troilo, Federico, and Piazzolla, to name a few. Hence, those waves of European immigrants and their descendants appropriated the tango and gave it another ethos. Tango became a semi-religious phenomenon, an object for reflection, confession, and catharsis. The dance steps became more and more elaborate, and different styles were created, and lyrics were added to the songs. Lyricists such as Celedonio Flores, Henrique Santos Discépolo, Homero Manzi, and Horacio Ferrer addressed tango s main philosophical concerns in their songs. Tango, unlike other musical manifestations, however, is not collective; the catharsis in tango is absolutely individual. That s why we say it is, in essence, a solitary confessional act; a way to reflect about life. This reflection and the state of mind it requires is the key to understanding the essence of tango. When put together, all the musical layers, sentiments, and sensorial percepts generate what can be called the heart of tanguiness, a culturally specific emotion associated exclusively with the tango: the mufa. Mufa is a self-indulged, quasi-spiritual, depressive boredom that many Uruguayans and Argentineans take a morbid pleasure in entertaining as a means of restoring their souls. According to anthropologist Michelle Rosaldo: Emotions are thoughts somehow felt in flushes, pulses, movements of our 4

5 lives, minds, hearts, stomachs, skin. They are embodied thoughts, seeped with apprehension that I am involved. In tango, such embodiment and its sense of involvement find its synthesis in the mufa. It is this emotion that musicians, poets, and dancers try to articulate; and no one was able to put in words better than the greatest poet and lyricist of the genre, Enrique S. Discepolo, when he said that Tango is a sad thought that can be danced. *Alfredo Minetti pianist, composer, arranger, and accordionist is a native of Uruguay, lived in Argentina, and grew up in Brazil. He is currently a Ph.D. candidate in Anthropology at Indiana University-Bloomington, specializing in the anthropology of music. 5

Cover Page. The handle holds various files of this Leiden University dissertation

Cover Page. The handle  holds various files of this Leiden University dissertation Cover Page The handle http://hdl.handle.net/1887/30110 holds various files of this Leiden University dissertation Author: Varassi Pega, Bárbara Title: Creating and re-creating tangos : artistic processes

More information

Printable, summarized version of Eduardo Lazarowski s presentations at the CAT Cincinnati Tango Marathon April 30 th & 31 st 2017

Printable, summarized version of Eduardo Lazarowski s presentations at the CAT Cincinnati Tango Marathon April 30 th & 31 st 2017 Printable, summarized version of Eduardo Lazarowski s presentations at the CAT Cincinnati Tango Marathon April 30 th & 31 st 2017 Disclaim: This material is presented only for educational purposes and

More information

Cambridge International Examinations Cambridge International General Certifi cate of Secondary Education

Cambridge International Examinations Cambridge International General Certifi cate of Secondary Education Cambridge International Examinations Cambridge International General Certifi cate of Secondary Education MUSIC 040/0 Paper Listening For examination from 05 MARK SCHEME Maximum Mark: 70 Specimen The syllabus

More information

Music Study Guide. Moore Public Schools. Definitions of Musical Terms

Music Study Guide. Moore Public Schools. Definitions of Musical Terms Music Study Guide Moore Public Schools Definitions of Musical Terms 1. Elements of Music: the basic building blocks of music 2. Rhythm: comprised of the interplay of beat, duration, and tempo 3. Beat:

More information

ARGENTINE TANGO, ITS ORIGINS AND EVOLUTION By Eduardo Lazarowski

ARGENTINE TANGO, ITS ORIGINS AND EVOLUTION By Eduardo Lazarowski ARGENTINE TANGO, ITS ORIGINS AND EVOLUTION By Eduardo Lazarowski Tango is one of the most beautiful, elegant, and sensual dance of modern times. It has its origins in South America on both sides of the

More information

MARK SCHEME for the May/June 2011 question paper for the guidance of teachers 0410 MUSIC

MARK SCHEME for the May/June 2011 question paper for the guidance of teachers 0410 MUSIC UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education www.xtremepapers.com MARK SCHEME for the May/June 2011 question paper for the guidance of teachers

More information

Key Signatures. Meters. Tempo. Clefs and Transpositions. Position Work for Strings. Divisi. Repeats

Key Signatures. Meters. Tempo. Clefs and Transpositions. Position Work for Strings. Divisi. Repeats The composition criteria for MSHSAA sight reading selections were revised in 2013-14. As a result, the committee determined that it would be beneficial to music directors throughout the state to have this

More information

TERM 3 GRADE 5 Music Literacy

TERM 3 GRADE 5 Music Literacy 1 TERM 3 GRADE 5 Music Literacy Contents Revision... 3 The Stave... 3 The Treble clef... 3 Note Values and Rest Values... 3 Tempo... 4 Metre (Time Signature)... 4 Pitch... 4 Dynamics... 4 Canon... 4 Unison...

More information

2014 Music Performance GA 3: Aural and written examination

2014 Music Performance GA 3: Aural and written examination 2014 Music Performance GA 3: Aural and written examination GENERAL COMMENTS The format of the 2014 Music Performance examination was consistent with examination specifications and sample material on the

More information

JAMAICAN RHUMBA. EXPLORE Dance Inspirations. 15 and 16 March 2017 QSO Studio

JAMAICAN RHUMBA. EXPLORE Dance Inspirations. 15 and 16 March 2017 QSO Studio JAMAICAN RHUMBA EXPLORE Dance Inspirations 15 and 16 March 2017 QSO Studio Arthur Benjamin Composer, Conductor and Pianist Arthur Benjamin was an Australian, born in Sydney in 1893 his family moved to

More information

Music Curriculum Glossary

Music Curriculum Glossary Acappella AB form ABA form Accent Accompaniment Analyze Arrangement Articulation Band Bass clef Beat Body percussion Bordun (drone) Brass family Canon Chant Chart Chord Chord progression Coda Color parts

More information

INSTRUCTIONS TO CANDIDATES

INSTRUCTIONS TO CANDIDATES Oxford Cambridge and RSA Friday 5 June 2015 Morning GCSE MUSIC B354/01 Listening *4843816264* Candidates answer on the Question Paper. OCR supplied materials: CD Other materials required: None Duration:

More information

Elements of Music. How can we tell music from other sounds?

Elements of Music. How can we tell music from other sounds? Elements of Music How can we tell music from other sounds? Sound begins with the vibration of an object. The vibrations are transmitted to our ears by a medium usually air. As a result of the vibrations,

More information

The Art of Expressive Conducting

The Art of Expressive Conducting The Art of Expressive Conducting Conducting from the Inside Out Midwest International Band and Orchestra Clinic 62 nd Annual Conference Chicago Hilton Presented by Allan McMurray Professor of Music, Chair

More information

A Recipe for Emotion in Music (Music & Meaning Part II)

A Recipe for Emotion in Music (Music & Meaning Part II) A Recipe for Emotion in Music (Music & Meaning Part II) Curriculum Guide This curriculum guide is designed to help you use the MPR Class Notes video A Recipe for Emotion in Music as a teaching tool in

More information

Northeast High School AP Music Theory Summer Work Answer Sheet

Northeast High School AP Music Theory Summer Work Answer Sheet Chapter 1 - Musical Symbols Name: Northeast High School AP Music Theory Summer Work Answer Sheet http://john.steffa.net/intrototheory/introduction/chapterindex.html Page 11 1. From the list below, select

More information

Tonality Tonality is how the piece sounds. The most common types of tonality are major & minor these are tonal and have a the sense of a fixed key.

Tonality Tonality is how the piece sounds. The most common types of tonality are major & minor these are tonal and have a the sense of a fixed key. Name: Class: Ostinato An ostinato is a repeated pattern of notes or phrased used within classical music. It can be a repeated melodic phrase or rhythmic pattern. Look below at the musical example below

More information

Fiestango. Youth concerts

Fiestango. Youth concerts Youth concerts Fiestango Text: Lucie Renaud Translation: John Trivisonno Cover s illustration: Lorraine Beaudoin AlphaZulu Design and layout: Le trafiquant d images Illustrations: Julie Dubé Aristic Coordinator:

More information

Copyright 2009 Pearson Education, Inc. or its affiliate(s). All rights reserved. NES, the NES logo, Pearson, the Pearson logo, and National

Copyright 2009 Pearson Education, Inc. or its affiliate(s). All rights reserved. NES, the NES logo, Pearson, the Pearson logo, and National Music (504) NES, the NES logo, Pearson, the Pearson logo, and National Evaluation Series are trademarks in the U.S. and/or other countries of Pearson Education, Inc. or its affiliate(s). NES Profile: Music

More information

All rights reserved. Ensemble suggestion: All parts may be performed by soprano recorder if desired.

All rights reserved. Ensemble suggestion: All parts may be performed by soprano recorder if desired. 10 Ensemble suggestion: All parts may be performed by soprano recorder if desired. Performance note: the small note in the Tenor Recorder part that is played just before the beat or, if desired, on the

More information

BRAY, KENNETH and PAUL GREEN (arrangers) UN CANADIEN ERRANT Musical Features of the Repertoire Technical Challenges of the Clarinet Part

BRAY, KENNETH and PAUL GREEN (arrangers) UN CANADIEN ERRANT Musical Features of the Repertoire Technical Challenges of the Clarinet Part UN CANADIEN ERRANT Musical Source: A French Canadian folk song, associated with rebellions of Upper and Lower Canada, 1837 (See McGee, Timothy J. The Music of Canada. New York: W.W. Norton & Co., 1985.

More information

Introduction to Performance Fundamentals

Introduction to Performance Fundamentals Introduction to Performance Fundamentals Produce a characteristic vocal tone? Demonstrate appropriate posture and breathing techniques? Read basic notation? Demonstrate pitch discrimination? Demonstrate

More information

Audition Information Cello

Audition Information Cello 2019-2020 Audition Information Cello 1. Solo piece. Prepare a polished, recital-ready, unaccompanied solo piece that demonstrates your technical ability. A slow, non-technical solo must be contrasted with

More information

Cover Page. The handle holds various files of this Leiden University dissertation

Cover Page. The handle   holds various files of this Leiden University dissertation Cover Page The handle http://hdl.handle.net/1887/30110 holds various files of this Leiden University dissertation Author: Varassi Pega, Bárbara Title: Creating and re-creating tangos : artistic processes

More information

Oak Bay Band MUSIC THEORY LEARNING GUIDE LEVEL IA

Oak Bay Band MUSIC THEORY LEARNING GUIDE LEVEL IA Oak Bay Band MUSIC THEORY LEARNING GUIDE LEVEL IA Oak Bay Band MUSIC THEORY PROGRAM - LEVEL IA The Level IA Program is intended for students in Band 9. The program focuses on very simple skills of reading,

More information

Alleghany County Schools Curriculum Guide

Alleghany County Schools Curriculum Guide Alleghany County Schools Curriculum Guide Grade/Course: Piano Class, 9-12 Grading Period: 1 st six Weeks Time Fra me 1 st six weeks Unit/SOLs of the elements of the grand staff by identifying the elements

More information

2014 Music Style and Composition GA 3: Aural and written examination

2014 Music Style and Composition GA 3: Aural and written examination 2014 Music Style and Composition GA 3: Aural and written examination GENERAL COMMENTS The 2014 Music Style and Composition examination consisted of two sections, worth a total of 100 marks. Both sections

More information

Divisions on a Ground

Divisions on a Ground Divisions on a Ground Introductory Exercises in Improvisation for Two Players John Mortensen, DMA Based on The Division Viol by Christopher Simpson (1664) Introduction. The division viol was a peculiar

More information

Cover Page. The handle holds various files of this Leiden University dissertation

Cover Page. The handle   holds various files of this Leiden University dissertation Cover Page The handle http://hdl.handle.net/1887/30110 holds various files of this Leiden University dissertation Author: Varassi Pega, Bárbara Title: Creating and re-creating tangos : artistic processes

More information

ATSSB Bb clarinet (revised February 2016) Artistic Studies Book I from the French School David Hite/Southern Music

ATSSB Bb clarinet (revised February 2016) Artistic Studies Book I from the French School David Hite/Southern Music ATSSB Bb clarinet (revised February 2016) Artistic Studies Book I from the French School David Hite/Southern Music Year A Page 26, No. 24 A minor Quarter note = 54 60 Play from the beginning through measure

More information

Rhythm What s Not on the Page

Rhythm What s Not on the Page 6/16/2016 Rhythm What s Not on the Page Lisa S. Schwarzkopf lisa4bass@hotmail.com HCNW June 2016 1 Time Signatures 4 / 4 Time also called Common Time (C): 4 = Beats per Measure 4 = Quarter Note equals

More information

Curriculum Map for Intermediate Orchestra Grades 8.1

Curriculum Map for Intermediate Orchestra Grades 8.1 Curriculum Map for Intermediate Orchestra Grades 81 Month: August -Review a brief history of bowed instruments -Review the parts of the instrument & bow -Review body, instrument, and bowhold -Review group

More information

Information Sheets for Proficiency Levels One through Five NAME: Information Sheets for Written Proficiency Levels One through Five

Information Sheets for Proficiency Levels One through Five NAME: Information Sheets for Written Proficiency Levels One through Five NAME: Information Sheets for Written Proficiency You will find the answers to any questions asked in the Proficiency Levels I- V included somewhere in these pages. Should you need further help, see your

More information

Standard 1 PERFORMING MUSIC: Singing alone and with others

Standard 1 PERFORMING MUSIC: Singing alone and with others KINDERGARTEN Standard 1 PERFORMING MUSIC: Singing alone and with others Students sing melodic patterns and songs with an appropriate tone quality, matching pitch and maintaining a steady tempo. K.1.1 K.1.2

More information

Standard 1: Singing, alone and with others, a varied repertoire of music

Standard 1: Singing, alone and with others, a varied repertoire of music Standard 1: Singing, alone and with others, a varied repertoire of music Benchmark 1: sings independently, on pitch, and in rhythm, with appropriate timbre, diction, and posture, and maintains a steady

More information

The purpose of this essay is to impart a basic vocabulary that you and your fellow

The purpose of this essay is to impart a basic vocabulary that you and your fellow Music Fundamentals By Benjamin DuPriest The purpose of this essay is to impart a basic vocabulary that you and your fellow students can draw on when discussing the sonic qualities of music. Excursions

More information

MY APPROACH TO STUDYING JAZZ & IMPROVISATION. Wim Dijkgraaf 2014 v1.2

MY APPROACH TO STUDYING JAZZ & IMPROVISATION. Wim Dijkgraaf 2014 v1.2 MY APPROACH TO STUDYING JAZZ & IMPROVISATION Wim Dijkgraaf 2014 v1.2 What music is to me interaction What jazz is to me interaction You will sound like what you have studied and mastered the music you

More information

Section I. Quotations

Section I. Quotations Hour 8: The Thing Explainer! Those of you who are fans of xkcd s Randall Munroe may be aware of his book Thing Explainer: Complicated Stuff in Simple Words, in which he describes a variety of things using

More information

INSTRUCTIONS TO CANDIDATES

INSTRUCTIONS TO CANDIDATES Oxford Cambridge and RSA Friday 10 June 2016 Afternoon GCSE MUSIC B354/01 Listening *5926616173* Candidates answer on the Question Paper. OCR supplied materials: CD Other materials required: None Duration:

More information

2016 HSC Music 1 Aural Skills Marking Guidelines Written Examination

2016 HSC Music 1 Aural Skills Marking Guidelines Written Examination 2016 HSC Music 1 Aural Skills Marking Guidelines Written Examination Question 1 Describes the structure of the excerpt with reference to the use of sound sources 6 Demonstrates a developed aural understanding

More information

Introduction to Instrumental and Vocal Music

Introduction to Instrumental and Vocal Music Introduction to Instrumental and Vocal Music Music is one of humanity's deepest rivers of continuity. It connects each new generation to those who have gone before. Students need music to make these connections

More information

Year 11 Music Revision Guidance

Year 11 Music Revision Guidance Year 11 Music Revision Guidance Name the musical instrument In the exam you will be asked to name different instruments that you can hear playing. If you do not play one of these instruments it can sometimes

More information

Cover Page. The handle holds various files of this Leiden University dissertation

Cover Page. The handle  holds various files of this Leiden University dissertation Cover Page The handle http://hdl.handle.net/1887/30110 holds various files of this Leiden University dissertation Author: Varassi Pega, Bárbara Title: Creating and re-creating tangos : artistic processes

More information

The Doctrine of Affections: Emotion and Music

The Doctrine of Affections: Emotion and Music Cedarville University DigitalCommons@Cedarville The Research and Scholarship Symposium The 2018 Symposium Apr 11th, 2:30 PM - 3:00 PM The Doctrine of Affections: Emotion and Music Kristen E. Jarboe kjarboe@cedarville.edu

More information

Foundation - MINIMUM EXPECTED STANDARDS By the end of the Foundation Year most pupils should be able to:

Foundation - MINIMUM EXPECTED STANDARDS By the end of the Foundation Year most pupils should be able to: Foundation - MINIMUM EXPECTED STANDARDS By the end of the Foundation Year most pupils should be able to: PERFORM (Singing / Playing) Active learning Speak and chant short phases together Find their singing

More information

La Salle University. I. Listening Answer the following questions about the various works we have listened to in the course so far.

La Salle University. I. Listening Answer the following questions about the various works we have listened to in the course so far. La Salle University MUS 150-A Art of Listening Midterm Exam Name I. Listening Answer the following questions about the various works we have listened to in the course so far. 1. Regarding the element of

More information

AP Music Theory Assignment

AP Music Theory Assignment AP Music Theory Assignment First Week Quiz: On the first week of school in September, there will be a quiz on the topics listed on the following pages. Doing well on the quiz will require some summer review,

More information

2. ARTICULATION The pupil must be able to able to articulate evenly and clearly at a variety of slow to medium tempos and demonstrate a good posture

2. ARTICULATION The pupil must be able to able to articulate evenly and clearly at a variety of slow to medium tempos and demonstrate a good posture Brass Foundation Level 1 The pupil must be able to hold a level tone and be able to pitch low C and G on the 2nd line treble clef (Bb and F bass clef). The pupil should be able to play simple melodies

More information

Classical Music. What Is Classical Music?

Classical Music. What Is Classical Music? Non-fiction: Classical Music What Is Classical Music? Classical Music What Is Classical Music? If we want to know what classical music is, we first have to understand some basic things about the way music

More information

WSMTA Music Literacy Program Curriculum Guide modified for STRINGS

WSMTA Music Literacy Program Curriculum Guide modified for STRINGS WSMTA Music Literacy Program Curriculum Guide modified for STRINGS Level One - Clap or tap a rhythm pattern, counting aloud, with a metronome tempo of 72 for the quarter beat - The student may use any

More information

The tango allows me to be sad

The tango allows me to be sad Yasmin. Your father Yitzhak Levy, born in Turkey, was a cantor and composer, and a collector of the songs of Sephardic Jews. It seems he had a great influence on you and your love to music. So, it was

More information

MELODIC NOTATION UNIT TWO

MELODIC NOTATION UNIT TWO MELODIC NOTATION UNIT TWO This is the equivalence between Latin and English notation: Music is written in a graph of five lines and four spaces called a staff: 2 Notes that extend above or below the staff

More information

Before I proceed with the specifics of each etude, I would like to give you some general suggestions to help prepare you for your audition.

Before I proceed with the specifics of each etude, I would like to give you some general suggestions to help prepare you for your audition. TMEA ALL-STATE TRYOUT MUSIC BE SURE TO BRING THE FOLLOWING: 1. Copies of music with numbered measures 2. Copy of written out master class 1. Hello, My name is Dr. David Shea, professor of clarinet at Texas

More information

Assessment may include recording to be evaluated by students, teachers, and/or administrators in addition to live performance evaluation.

Assessment may include recording to be evaluated by students, teachers, and/or administrators in addition to live performance evaluation. Title of Unit: Choral Concert Performance Preparation Repertoire: Simple Gifts (Shaker Song). Adapted by Aaron Copland, Transcribed for Chorus by Irving Fine. Boosey & Hawkes, 1952. Level: NYSSMA Level

More information

Romanticism and Transcendentalism

Romanticism and Transcendentalism Romanticism and Transcendentalism Where We ve Been First American Literature (2000 B.C. A.D. 1620) Native American Literature Historical Narratives Becoming a Country (1620-1800) Puritanism Revolutionary

More information

Marion BANDS STUDENT RESOURCE BOOK

Marion BANDS STUDENT RESOURCE BOOK Marion BANDS STUDENT RESOURCE BOOK TABLE OF CONTENTS Staff and Clef Pg. 1 Note Placement on the Staff Pg. 2 Note Relationships Pg. 3 Time Signatures Pg. 3 Ties and Slurs Pg. 4 Dotted Notes Pg. 5 Counting

More information

Before I proceed with the specifics of each etude, I would like to give you some general suggestions to help prepare you for your audition.

Before I proceed with the specifics of each etude, I would like to give you some general suggestions to help prepare you for your audition. TMEA ALL-STATE TRYOUT MUSIC BE SURE TO BRING THE FOLLOWING: 1. Copies of music with numbered measures 2. Copy of written out master class 1. Hello, My name is Dr. David Shea, professor of clarinet at Texas

More information

Music Theory Courses - Piano Program

Music Theory Courses - Piano Program Music Theory Courses - Piano Program I was first introduced to the concept of flipped classroom learning when my son was in 5th grade. His math teacher, instead of assigning typical math worksheets as

More information

Preptests 63 Answers and Explanations (By Ivy Global) Section 4 Reading Comprehension

Preptests 63 Answers and Explanations (By Ivy Global) Section 4 Reading Comprehension Section 4 Reading Comprehension Questions 1 7 Analyzing the Passage Issues related to defining the word tradition under Alaskan law are illustrated by two cases. Structure: In paragraph 1, we re introduced

More information

Page 18 Lesson Plan Exercises Score Pages

Page 18 Lesson Plan Exercises Score Pages 1 Page 18 Lesson Plan Exercises 67 73 Score Pages 186 197 Goal Students will progress in developing comprehensive musicianship through a standards-based curriculum, including singing, performing, composing

More information

The Keyboard. Introduction to J9soundadvice KS3 Introduction to the Keyboard. Relevant KS3 Level descriptors; Tasks.

The Keyboard. Introduction to J9soundadvice KS3 Introduction to the Keyboard. Relevant KS3 Level descriptors; Tasks. Introduction to The Keyboard Relevant KS3 Level descriptors; Level 3 You can. a. Perform simple parts rhythmically b. Improvise a repeated pattern. c. Recognise different musical elements. d. Make improvements

More information

Alleghany County Schools Curriculum Guide

Alleghany County Schools Curriculum Guide Alleghany County Schools Curriculum Guide Grade/Course: Beginning Guitar, 9-12 Grading Period: 1 st six Weeks Time Frame Unit/SOLs The student will echo, read, and notate music, including identifying,

More information

HUMANITY S BEATS: HOW RHYTHMS REPRESENT PEOPLE AND PLACE

HUMANITY S BEATS: HOW RHYTHMS REPRESENT PEOPLE AND PLACE HUMANITY S BEATS: HOW RHYTHMS REPRESENT PEOPLE AND PLACE ESSENTIAL QUESTION How does the beat of popular music reflect the histories of multiethnic populations and places? OVERVIEW At different times in

More information

Shrewsbury Borough School Visual and Performing Arts Curriculum 2012 Music Grade 1

Shrewsbury Borough School Visual and Performing Arts Curriculum 2012 Music Grade 1 Shrewsbury Borough School Visual and Performing Arts Curriculum 2012 Music Grade 1 Marking Period 1: Marking Period 2: Marking Period 3: Marking Period 4: Melody Use movements to illustrate high and low.

More information

Woodlynne School District Curriculum Guide. General Music Grades 3-4

Woodlynne School District Curriculum Guide. General Music Grades 3-4 Woodlynne School District Curriculum Guide General Music Grades 3-4 1 Woodlynne School District Curriculum Guide Content Area: Performing Arts Course Title: General Music Grade Level: 3-4 Unit 1: Duration

More information

ASD JHS CHOIR ADVANCED TERMS & SYMBOLS ADVANCED STUDY GUIDE Level 1 Be Able To Hear And Sing:

ASD JHS CHOIR ADVANCED TERMS & SYMBOLS ADVANCED STUDY GUIDE Level 1 Be Able To Hear And Sing: ! ASD JHS CHOIR ADVANCED TERMS & SYMBOLS ADVANCED STUDY GUIDE Level 1 Be Able To Hear And Sing: Ascending DO-RE DO-MI DO-SOL MI-SOL DO-FA DO-LA RE - FA DO-TI DO-DO LA, - DO SOL. - DO Descending RE-DO MI-DO

More information

Tango people Filippo Avignonesi Dario Viri. Tango geography Italy Switzeland. Tango photo. Release 4 (4) August Release 4 (4) August

Tango people Filippo Avignonesi Dario Viri. Tango geography Italy Switzeland. Tango photo. Release 4 (4) August Release 4 (4) August Release 4 (4) August 31 2012 Release 4 (4) August 31 2012 rewalls.com Tango people Filippo Avignonesi Dario Viri Tango geography Italy Switzeland Tango photo 1 Tango People Tango teacher Italy Filippo

More information

Enhancing Ensemble Balance by: William W. Gourley

Enhancing Ensemble Balance by: William W. Gourley Enhancing Ensemble Balance by: William W. Gourley Of the many factors that constitute a great performance, the most important is a great ensemble sound. Of course impeccable rhythm, flawless technique,

More information

PRESCHOOL (THREE AND FOUR YEAR-OLDS) (Page 1 of 2)

PRESCHOOL (THREE AND FOUR YEAR-OLDS) (Page 1 of 2) PRESCHOOL (THREE AND FOUR YEAR-OLDS) (Page 1 of 2) Music is a channel for creative expression in two ways. One is the manner in which sounds are communicated by the music-maker. The other is the emotional

More information

The Art of Jazz Singing: Working With The Band

The Art of Jazz Singing: Working With The Band Working With The Band 1. Introduction Listening and responding are the responsibilities of every jazz musician, and some of our brightest musical moments are collective reactions to the unexpected. But

More information

The Elements of Music

The Elements of Music The Elements of Music Music -Music has been an important part of the activities of humankind since the beginning of recorded history. -Today, music is important in ways that were unimaginable during earlier

More information

STRAND I Sing alone and with others

STRAND I Sing alone and with others STRAND I Sing alone and with others Preschool (Three and Four Year-Olds) Music is a channel for creative expression in two ways. One is the manner in which sounds are communicated by the music-maker. The

More information

Ensemble Audition Music (Clarinet) Spring 2018

Ensemble Audition Music (Clarinet) Spring 2018 Selections from: Ensemble Audition Music (Clarinet) Spring 2018 Mozart Concerto in A, K. 622 (Mvt. I Allegro, end of recapitulation) Nielsen Quintet, op. 43 (Mvt. III, var. IV) Shostakovich Symphony No.

More information

Burton s Sonatina for Flute & Piano: A Practice Guide

Burton s Sonatina for Flute & Piano: A Practice Guide Burton s Sonatina for Flute & Piano: A Practice Guide by Molly York Sonatina for flute and piano may be Burton s one hit wonder, but it has stood the test of time, making it a standard in flute literature

More information

Student Performance Q&A: 2001 AP Music Theory Free-Response Questions

Student Performance Q&A: 2001 AP Music Theory Free-Response Questions Student Performance Q&A: 2001 AP Music Theory Free-Response Questions The following comments are provided by the Chief Faculty Consultant, Joel Phillips, regarding the 2001 free-response questions for

More information

Year 8 revision booklet 2017

Year 8 revision booklet 2017 Year 8 revision booklet 2017 Woodkirk Academy Music Department Name Form Dynamics How loud or quiet the music is Key Word Symbol Definition Pianissimo PP Very Quiet Piano P Quiet Forte F Loud Fortissimo

More information

Assessment Schedule 2017 Music: Demonstrate knowledge of conventions used in music scores (91094)

Assessment Schedule 2017 Music: Demonstrate knowledge of conventions used in music scores (91094) NCEA Level 1 Music (91094) 2017 page 1 of 5 Assessment Schedule 2017 Music: Demonstrate knowledge of conventions used in music scores (91094) Assessment Criteria Demonstrating knowledge of conventions

More information

Close-Reading Poetry: An Overview

Close-Reading Poetry: An Overview Close-Reading Poetry: An Overview What is a Close Reading? A close reading is the careful, sustained analysis of any text that focuses on significant details or patterns and that typically examines some

More information

Vigil (1991) for violin and piano analysis and commentary by Carson P. Cooman

Vigil (1991) for violin and piano analysis and commentary by Carson P. Cooman Vigil (1991) for violin and piano analysis and commentary by Carson P. Cooman American composer Gwyneth Walker s Vigil (1991) for violin and piano is an extended single 10 minute movement for violin and

More information

Aspects of Western Philosophy Dr. Sreekumar Nellickappilly Department of Humanities and Social Sciences Indian Institute of Technology, Madras

Aspects of Western Philosophy Dr. Sreekumar Nellickappilly Department of Humanities and Social Sciences Indian Institute of Technology, Madras Aspects of Western Philosophy Dr. Sreekumar Nellickappilly Department of Humanities and Social Sciences Indian Institute of Technology, Madras Module - 26 Lecture - 26 Karl Marx Historical Materialism

More information

Claude Debussy: Estampes Nos. 1 and 2 ( Pagodes and La soirée dans Grenade ) (for component 3: Appraising)

Claude Debussy: Estampes Nos. 1 and 2 ( Pagodes and La soirée dans Grenade ) (for component 3: Appraising) Claude Debussy: Estampes Nos. 1 and 2 ( Pagodes and La soirée dans Grenade ) (for component 3: Appraising) Background information The composer Claude Debussy (1862 1918) was the leading French composer

More information

Kandinsky Inspired. Latin Infused. Rhythm Sculptures

Kandinsky Inspired. Latin Infused. Rhythm Sculptures Kandinsky Inspired Latin Infused Rhythm Sculptures Bailes Hispanos Tradicionales (Traditional Hispanic Dances) 1) Salsa Said to have originated in the Caribbean, Salsa is one of the most entertaining and

More information

LEVEL TWO. Please consult our website for the schedule of fees.

LEVEL TWO. Please consult our website for the schedule of fees. LEVEL TWO Length of the examination: Examination Fee: Co-requisite: 20 minutes Please consult our website for the schedule of fees. www.conservatorycanada.ca None. There is no written examination co-requisite

More information

Eastern Illinois University Panther Marching Band Festival

Eastern Illinois University Panther Marching Band Festival Effect Music Eastern Illinois University Panther Marching Band Festival Credit the frequency and quality of the intellectual, emotional, and aesthetic effectiveness of the program and performers efforts

More information

TMEA ALL-STATE AUDITION SELECTIONS

TMEA ALL-STATE AUDITION SELECTIONS TMEA ALL-STATE AUDITION SELECTIONS 2014-2015 Hello, my name is Amy Anderson, Oboe Professor at Texas Tech University. I have recorded the 2014-2015 All-State Audition music for oboe including Masterclasses

More information

IB Film, Textual Analysis Film Title: The Bicycle Thieves (Vittorio De Sica, 1948) Sequence Chosen: 1:21:25-1:26:25. Session May 2019 Word Count: 1748

IB Film, Textual Analysis Film Title: The Bicycle Thieves (Vittorio De Sica, 1948) Sequence Chosen: 1:21:25-1:26:25. Session May 2019 Word Count: 1748 IB Film, Textual Analysis Film Title: The Bicycle Thieves (Vittorio De Sica, 1948) Sequence Chosen: 1:21:25-1:26:25 Session May 2019 Word Count: 1748 Introduction The film I have chosen is a classic 1948

More information

The Keyboard. An Introduction to. 1 j9soundadvice 2013 KS3 Keyboard. Relevant KS3 Level descriptors; The Tasks. Level 4

The Keyboard. An Introduction to. 1 j9soundadvice 2013 KS3 Keyboard. Relevant KS3 Level descriptors; The Tasks. Level 4 An Introduction to The Keyboard Relevant KS3 Level descriptors; Level 3 You can. a. Perform simple parts rhythmically b. Improvise a repeated pattern. c. Recognise different musical elements. d. Make improvements

More information

WCBPA-Washington Classroom-Based Performance Assessment A Component of the Washington State Assessment System The Arts

WCBPA-Washington Classroom-Based Performance Assessment A Component of the Washington State Assessment System The Arts WCBPA-Washington Classroom-Based Performance Assessment A Component of the Washington State Assessment System The Arts Grade 10 Music Melody of Your Dreams Revised 2008 Student Name _ Student Score (Circle

More information

I) Blake - Introduction. For example, consider the following beat.

I) Blake - Introduction. For example, consider the following beat. I) Blake - Introduction For those of you who have been anxiously anticipating that part of the curriculum where we re actually playing some grooves and fills, well, here we are. Let s begin by first establishing

More information

Audiation: Ability to hear and understand music without the sound being physically

Audiation: Ability to hear and understand music without the sound being physically Musical Lives of Young Children: Glossary 1 Glossary A cappella: Singing with no accompaniment. Accelerando: Gradually getting faster beat. Accent: Louder beat with emphasis. Audiation: Ability to hear

More information

Piano Guide Book. Book One MUSIC S COOL. Piano Method For Adult Beginners. By Peter Hostage. teach-me-piano.com P U B L I S H I N G.

Piano Guide Book. Book One MUSIC S COOL. Piano Method For Adult Beginners. By Peter Hostage. teach-me-piano.com P U B L I S H I N G. The Piano Guide Book Piano Method For Adult Beginners Book One By Peter Hostage Copyright c 2009 MUSIC S COOL P U B L I S H I N G teach-me-piano.com Table of Contents MP3 audio file numbers are given in

More information

INTERMEDIATE STUDY GUIDE

INTERMEDIATE STUDY GUIDE Be Able to Hear and Sing DO RE DO MI DO FA DO SOL DO LA DO TI DO DO RE DO MI DO FA DO SOL DO LA DO TI DO DO DO MI FA MI SOL DO TI, DO SOL, FA MI SOL MI TI, DO SOL, DO Pitch SOLFEGE: do re mi fa sol la

More information

Battalia by Heinrich Ignaz Franz Biber CMP Teaching Plan Gary Wolfman

Battalia by Heinrich Ignaz Franz Biber CMP Teaching Plan Gary Wolfman Battalia by Heinrich Ignaz Franz Biber CMP Teaching Plan Gary Wolfman Heinrich Biber (1644-1704) was born in Prague and later spent 24 years in Salzburg serving as Kapellmeister for the Court of the archbishop

More information

Orchestration notes on Assignment 2 (woodwinds)

Orchestration notes on Assignment 2 (woodwinds) Orchestration notes on Assignment 2 (woodwinds) Introductory remarks All seven students submitted this assignment on time. Grades ranged from 91% to 100%, and the average grade was an unusually high 96%.

More information

Haydn: Symphony No. 101 second movement, The Clock Listening Exam Section B: Study Pieces

Haydn: Symphony No. 101 second movement, The Clock Listening Exam Section B: Study Pieces Haydn: Symphony No. 101 second movement, The Clock Listening Exam Section B: Study Pieces AQA Specimen paper: 2 Rhinegold Listening tests book: 4 Renaissance Practice Paper 1: 6 Renaissance Practice Paper

More information

Abanico Timbale pattern used to setup figures and to open and close sections. Spanish word for fan.

Abanico Timbale pattern used to setup figures and to open and close sections. Spanish word for fan. Abakwa A secret male society in Cuba. The abakwa is also a polyrhythmic 6/8 pattern that is usually played with sticks on a wooden surface or on the side of a drum. It can also be incorporated into one

More information

Cambridge International Examinations Cambridge International General Certificate of Secondary Education. Published

Cambridge International Examinations Cambridge International General Certificate of Secondary Education. Published Cambridge International Examinations Cambridge International General Certificate of Secondary Education MUSIC 040/ Paper Listening MARK SCHEME Maximum Mark: 70 Published This mark scheme is published as

More information

MUSIC CURRICULUM GUIDELINES K-8

MUSIC CURRICULUM GUIDELINES K-8 DIOCESE OF LANSING MUSIC CURRICULUM GUIDELINES K-8 FINE ARTS PHILOSOPHY The Fine Arts curriculum provides a holistic approach to education which incorporates many aspects of the core curriculum and should

More information

TEST SUMMARY AND FRAMEWORK TEST SUMMARY

TEST SUMMARY AND FRAMEWORK TEST SUMMARY Washington Educator Skills Tests Endorsements (WEST E) TEST SUMMARY AND FRAMEWORK TEST SUMMARY MUSIC: CHORAL Copyright 2016 by the Washington Professional Educator Standards Board 1 Washington Educator

More information

13 Matching questions

13 Matching questions Musical Genres NAME 13 Matching questions 1. jazz A. F. 2. pop 3. country 4. blues 5. hip hop B. G. 6. rap 7. reggae 8. heavy metal C. H. 9. classical 10. electronic 11. folk 12. dance D. I. 13. rock and

More information