In learning music, we'll see the term "dizzy". As the saying goes "no pain first, fun later." If you want expert / reliable in playing music, then you should feel "dizzy" first. If you do not want to feel "dizzy" is, so do not be learned. Music is not just memorize, but also uses flavor. Music was not only playing skills, but also with the feeling.
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Senin, 03 Desember 2012
Rabu, 21 November 2012
The association of music with our lives (I think)
Perhaps you are not aware that the music associated with our lives. For example, in playing music, we do not just play with the theory, but also with feelings. This meant that we could play on a regular basis, and in line with the desired tempo by the tone of the music. While in our lives,
Kinds Of Education
Non-professional
The incorporation of music training from preschool to post secondary education is common in North America and Europe. Involvement in music is thought to teach basic skills such as concentration, counting, listening, and cooperation while also promoting understanding of language, improving the ability to recall information, and creating an environment more conducive to learning in other areas.[33] In elementary schools, children often learn to play instruments such as the recorder, sing in small choirs, and learn about the history of Western art music. In secondary schools students may have the opportunity to perform some type of musical ensembles, such as choirs, marching bands, concert bands, jazz bands, or orchestras, and in some school systems, music classes may be available. Some students also take private music lessons with a teacher. Amateur musicians typically take lessons to learn musical rudiments and beginner- to intermediate-level musical techniques.
The incorporation of music training from preschool to post secondary education is common in North America and Europe. Involvement in music is thought to teach basic skills such as concentration, counting, listening, and cooperation while also promoting understanding of language, improving the ability to recall information, and creating an environment more conducive to learning in other areas.[33] In elementary schools, children often learn to play instruments such as the recorder, sing in small choirs, and learn about the history of Western art music. In secondary schools students may have the opportunity to perform some type of musical ensembles, such as choirs, marching bands, concert bands, jazz bands, or orchestras, and in some school systems, music classes may be available. Some students also take private music lessons with a teacher. Amateur musicians typically take lessons to learn musical rudiments and beginner- to intermediate-level musical techniques.
Business
The music industry refers to the business industry connected with the
creation and sale of music. It consists of record companies, labels and publishers
that distribute recorded music products internationally and that often
control the rights to those products. Some music labels are "independent,"
Parts of the production part II
Cognition
The field of music cognition involves the study of many aspects of music, including how it is processed by listeners. Rather than accepting the standard practices of analyzing, composing, and performing music as a given, much research in music cognition seeks instead to uncover the mental processes that underlie these practices. Also, research in the field seeks to uncover commonalities between the musical traditions of disparate cultures and possible cognitive "constraints" that limit these musical systems. Questions regarding musical innateness, and emotional responses to music are also major areas of research in the field.
Deaf people can experience music by feeling the vibrations in their body, a process that can be enhanced if the individual holds a resonant, hollow object. A well-known deaf musician is the composer
The field of music cognition involves the study of many aspects of music, including how it is processed by listeners. Rather than accepting the standard practices of analyzing, composing, and performing music as a given, much research in music cognition seeks instead to uncover the mental processes that underlie these practices. Also, research in the field seeks to uncover commonalities between the musical traditions of disparate cultures and possible cognitive "constraints" that limit these musical systems. Questions regarding musical innateness, and emotional responses to music are also major areas of research in the field.
Deaf people can experience music by feeling the vibrations in their body, a process that can be enhanced if the individual holds a resonant, hollow object. A well-known deaf musician is the composer
Parts of the production part I
Composition
"Composition" is often classed as the creation and recording of music via a medium by which others can interpret it (i.e., paper or sound). Many cultures use at least part of the concept of preconceiving musical material, or composition, as held in western classical music. Even when music is
"Composition" is often classed as the creation and recording of music via a medium by which others can interpret it (i.e., paper or sound). Many cultures use at least part of the concept of preconceiving musical material, or composition, as held in western classical music. Even when music is
Production
Music is composed and performed for many purposes, ranging from aesthetic pleasure, religious or ceremonial purposes, or as an entertainment
product for the marketplace. Amateur musicians compose and perform
music for
Performance
Performance is the physical expression of music. Often, a musical
work is performed once its structure and instrumentation are
satisfactory to its creators; however, as it gets performed, it can
evolve and change. A performance can either be rehearsed or improvised.
Improvisation is a musical idea created without premeditation, while
rehearsal is vigorous repetition of an idea until it has achieved
cohesion. Musicians will sometimes add improvisation to a well-rehearsed idea to create a unique performance.
Many cultures include strong traditions of solo and performance, such as in Indian classical music, and in the Western art-music tradition. Other cultures, such as in Bali, include strong traditions of group performance. All cultures include a mixture of both, and performance may range from improvised solo playing for one's enjoyment to highly planned and organised performance rituals such as the modern classical concert, religious processions, music festivals or music competitions. Chamber music, which is music for a small ensemble with only a few of each type of instrument, is often seen as more intimate than symphonic works.
The following kinds of performance,
Many cultures include strong traditions of solo and performance, such as in Indian classical music, and in the Western art-music tradition. Other cultures, such as in Bali, include strong traditions of group performance. All cultures include a mixture of both, and performance may range from improvised solo playing for one's enjoyment to highly planned and organised performance rituals such as the modern classical concert, religious processions, music festivals or music competitions. Chamber music, which is music for a small ensemble with only a few of each type of instrument, is often seen as more intimate than symphonic works.
The following kinds of performance,
Kinds of music
The Middle Ages
The medieval era (476 AD to 1400 AD) started with the introduction of chanting into Roman Catholic Church services. Western Music then started becoming more of an art form with the advances in music notation. The only European Medieval repertory that survives from before about 800 is the monophonic liturgical plainsong of the Roman Catholic Church, the central tradition of which was called Gregorian chant. Alongside these traditions of sacred and church music there existed a vibrant tradition of secular song. Examples of composers from this period are Léonin, Pérotin and Guillaume de Machaut. From the Renaissance music era, much of the surviving music of 14th-century Europe is secular. By the middle of the 15th century, composers and singers used a smooth polyphony for sacred musical compositions. Prominent composers from this era are Guillaume Dufay, Giovanni Pierluigi da Palestrina, Thomas Morley, and Orlande de Lassus.
The Renaissance
The Middle Ages
The medieval era (476 AD to 1400 AD) started with the introduction of chanting into Roman Catholic Church
services. Western Music then
Ancient Greece
Music was an important part of social and cultural life in Ancient Greece. Musicians and singers played a
References in the Bible
Music and theatre scholars studying the history and anthropology of Semitic and early Judeo-Christian culture have discovered common links in theatrical and musical activity between the classical cultures of the Hebrews and those of later Greeks and Romans.
Ancient Egypt
Prehistoric eras
Prehistoric music can only be theorized based on findings from paleolithic archaeology sites. Flutes
are often discovered,
History of classical music traditions
Music is found in every known culture, past and present,
varying wildly between times and places. Since all people of the world,
including the most isolated tribal groups, have a form of music, it may
be concluded that music is likely to have been present in the ancestral
population prior to the dispersal of humans around the world
MUSIC IS
Music is an art form whose medium is sound and silence. Its common elements are pitch (which governs melody and harmony), rhythm (and its associated concepts tempo, meter, and articulation), dynamics, and the sonic qualities of timbre and texture. The word derives from Greek μουσική (mousike; "art of the Muses").[1]
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