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Musical symbols are marks and symbols in musical notation that indicate various aspects of how a piece of music is to be performed. There are symbols to communicate information about many musical elements, including pitch, duration, dynamics, or articulation of musical notes; tempo, metre, form (e.g., whether sections are repeated), and details about specific playing techniques (e.g., which ...
Pitch is a perceptual property that allows sounds to be ordered on a frequency-related scale, [1] or more commonly, pitch is the quality that makes it possible to judge sounds as "higher" and "lower" in the sense associated with musical melodies. [2] Pitch is a major auditory attribute of musical tones, along with duration, loudness, and timbre ...
In instrumental music, a style of playing that imitates the way the human voice might express the music, with a measured tempo and flexible legato. cantilena a vocal melody or instrumental passage in a smooth, lyrical style canto Chorus; choral; chant cantus mensuratus or cantus figuratus (Lat.) Meaning respectively "measured song" or "figured ...
Western music defines pitches around a central reference "concert pitch" of A 4, currently standardized as 440 Hz. Notes played in tune with the 12 equal temperament system will be an integer number h {\displaystyle h} of half-steps above (positive h {\displaystyle h} ) or below (negative h {\displaystyle h} ) that reference note, and thus have ...
Some definitions refer to music as a score, or a composition: [18] [7] [19] music can be read as well as heard, and a piece of music written but never played is a piece of music notwithstanding. According to Edward E. Gordon the process of reading music , at least for trained musicians, involves a process, called "inner hearing" or "audiation ...
Gordon music-learning theory is a model for music education based on Edwin Gordon's research on musical aptitude and achievement in the greater field of music learning theory. [1] [2] The theory is an explanation of music learning, based on audiation (see below) and students' individual musical differences. The theory takes into account the ...
Some music teachers teach their students relative pitch by having them associate each possible interval with the first two notes of a popular song. [2] However, others have shown that such familiar-melody associations are quite limited in scope, applicable only to the specific scale-degrees found in each melody.
The complement of set X is the set consisting of all the pitch classes not contained in X. [12] The product of two pitch classes is the product of their pitch-class numbers modulo 12. Since complementation and multiplication are not isometries of pitch-class space, they do not necessarily preserve the musical character of the objects they ...