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You cannot use it if you have a workstation from an admin image. In the upper-right corner, click the gear icon, and then click Options. Click Clear Thumbnail Cache. Select all the objects by double-clicking the Pick tool. This action will select all objects on page 1. Note: If you have a multipage document, you need to repeat these steps for each page. Check if the thumbnail is being generated. In such cases, a thumbnail is not added to the file.
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Toggle navigation Knowledge Base Knowledge Base. Overview Knowledge Base Blog. Issue with the file association The problem you are experiencing may be caused by incorrect file association.
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Then, the fourth student will write a description of the music in one phrase. The team that writes the correct answers first scores four 4 points. The same procedure goes on until all the students in the line have had their turn. One student will be assigned as the scorer. The team with the highest score is the winner. In case of a tie, the first team to finish is the winner. The scorer will announce the winners and then ask them this question: What was the most significant thing that you have learned from this activity?
Chance Music — Put small items inside a bag. Include coins, pens, pins, small bells, and other articles with percussive sounds.
Put the items back in the bag, and unload the same while once again recording the sounds being produced. Note the changes between the two sets of sounds recorded. Electronic Music — Create short electronic music pieces using your knowledge of 20th century musical styles. Music of the 20th Century B. Performance Activity 2: Original Chance and Electronic Music Rate scores are based on the elements of music such as rhythm, melodic appeal, harmony and texture, tempo and dynamics, timbre, and overall musical structure.
The class will be divided into four groups. Each group will create an original five-minute performance of Chance Music and Electronic Music if available to be performed in class. Those who are not performing will act as judges for the performance evaluation. Judges will display a score card after evaluating the performance.
One student may be assigned to tabulate the scores after the performance. What was the role of the audience in the performance of Chance music? Explain your answers. You will be divided into four groups by counting off from 1 to 4. Create and explore other arts multi- media that portray 20th century musical style chance, electronic, jazz, avant garde through a minute video clip or MTV using your digital cameras or mobile phones. Show and discuss your video works in class.
Watch live performances of musical concerts, if available in your area or watch live concerts recorded on TV. Re-enact in class what you watched. Make a minute audio video presentation while you re-enact what you have seen on live concerts and on TV. Your teacher will play several musical excerpts of selected 20th century composers and will briefly discuss the title, composer, musical style, and brief description of how he or she feels about the music.
Sing or hum some melodic fragments portion only of any of the following excerpts of 20th century music, together with the recordings: a. Any work of minimalist composers, Philip Glass or Meredith Monk f. Any work of nationalist composers, Erik Satie or Bela Bartok. Based on the melodic fragments of the excerpts that you sang or hummed, you should be able to aurally identify the different selected works of the composers of the 20th century. Submit it in class next meeting. After the above singing or humming activity, your teacher will prepare a box containing slips of paper with the names of Debussy, Ravel, Gershwin, Bernstein, Glass, Monk, Satie, and Bartok written on them.
Each group will choose four representatives who will be assigned as contestants. The group with the highest number of points wins the contest. Write a reaction paper explaining the following elements of the performance: a. Setting b. Musical compositions c. Role of composer and lyricist d. Role of performers actors, actresses e. Role of audience yourself 34 All rights reserved.
Music of the 20th Century f. Sound and musical direction g. Props, costumes, lighting 4. Did you like what you watched? Why or why not? You may opt to do this as an individual or group activity. Groups will be divided into four. You will be asked to draw lots for the song to sing. Sing and perform the song in class with or without accompaniment.
You may also sing with the recordings. Class Concert — Live Performance a. You will be grouped into two. You choose your group if you will be doing the following: singing, dancing, choreography, musical directing, playing an instrument either as accompaniment to the song or dance or solo performance or as a band. Use props and costumes, if needed.
Perform the concert in class in your own original interpretation of the songs from West Side Story. You will be grouped into two and you will choose your group members.
Record the performance of your classmates using a cassette recorder or make a music video using your cellular phone, digital camera, or video camera 35 All rights reserved. How well did I perform the songs from West Side Story? How well can I describe the characteristics of each through listening to their melody, harmony, rhythm, text, and mass appeal? How well did I participate in the performance of the different activities?
Characteristic features of Afro-Latin American music and Popular music. Performs vocal and dance forms of Afro-Latin American music and selections of Popular music. Observes dance styles, instruments, and rhythms of Afro Latin American and popular music through video, movies and live performances. Describes the historical and cultural background of Afro-Latin American and popular music.
Listens perceptively to Afro-Latin American and popular music. Dances to different selected styles of Afro-Latin American and popular music. Analyzes musical characteristics of Afro-Latin American and popular music. Sings selections of Afro-Latin American and popular music in appropriate pitch, rhythm, style, and expression.
Explores ways of creating sounds on a variety of sources suitable to chosen vocal and instrumental selections. Choreographs a chosen dance music. Evaluates music and music performances using knowledge of musical elements and style. Singing, dancing, hand clapping and the beating of drums are essential to many African ceremonies, including those for birth, death, initiation, marriage, and funerals.
Music and dance are also important to religious expression and political events. However, because of its wide influences on global music that has permeated contemporary American, Latin American, and European styles, there has been a growing interest in its own cultural heritage and musical sources. Of particular subjects of researches are its rhythmic structures and spiritual characteristics that have led to the birth of jazz forms. African music has been a collective result from the cultural and musical diversity of the more than 50 countries of the continent.
The organization of this continent is a colonial legacy from European rule of the different nations up to the end of the 19 th century, whose vastness has enabled it to incorporate its music with language, environment, political developments, immigration, and cultural diversity. Others are work related or social in nature, while many traditional societies view their music as entertainment.
It has a basically interlocking structural format, due mainly to its overlapping and dense textural characteristics as well as its rhythmic complexity. Its many sources of stylistic influence have produced varied characteristics and genres. Apala Akpala Apala is a musical genre from Nigeria in the Yoruba tribal style to wake up the worshippers after fasting during the Muslim holy feast of Ramadan. Percussion instrumentation includes the rattle sekere , thumb piano agidigbo , bell agogo , and two or three talking drums.
Yoruba Apala Musicians 38 All rights reserved. It fuses the Afro- Caribbean styles of the marcha, reggae, and calypso. Jit Jit is a hard and fast percussive Zimbabwean dance music played on drums with guitar accompaniment, influenced by mbira-based guitar styles. Jive Jive is a popular form of South African music featuring a lively and uninhibited variation of the jitterbug, a form of swing dance. Juju Juju is a popular music style from Nigeria that relies on the traditional Yoruba rhythms, where the instruments in Juju are more Western in origin.
A drum kit, keyboard, pedal steel guitar, and accordion are used along with the traditional dun-dun talking drum or squeeze drum. In this dance style, the hips move back and forth while the arms move following the hips. Marabi Marabi is a South African three-chord township music of the ss which evolved into African Jazz.
Possessing a keyboard style combining American jazz, ragtime and blues with African roots, it is characterized by simple chords in varying vamping patterns and repetitive harmony over an extended period of time to allow the dancers more time on the dance floor.
It refers to a particular music style that was strongly influenced by traditional mento and calypso music, as well as American jazz, and rhythm and blues.
The most recognizable musical elements of reggae are its offbeat rhythm and staccato chords. It comprises various musical genres including the Cuban son montuno, guaracha, chachacha, mambo and bolero. It is a lively and rhythmical dance and music with three steps to every bar, making the Samba feel like a timed dance. There is a set 4of dances—rather than a single dance—that define the Samba dancing scene in Brazil. Were This is Muslim music performed often as a wake-up call for early breakfast and prayers during Ramadan celebrations.
Relying on pre-arranged music, it fuses the African and European music styles with particular usage of the natural harmonic series. It has a pulsating beat supplied by the gwo ka and tambour bele drums, a tibwa rhythmic pattern played on the rim of the snare drum and its hi-hat, rhythm guitar, a horn section, and keyboard synthesizers.
Maracatu dance Musical instruments used in Maracatu The Maracatu uses mostly percussion instruments such as the alfaia, tarol and caixa-de- guerra, gongue, agbe, and miniero. The alfaia is a large wooden drum that is rope-tuned, complemented by the tarol which is a shallow snare drum and the caixa-de-guerra which is a war-like snare.
Providing the clanging sound is the gongue, a metal cowbell. Afro-Latin American and Popular Music Blues The blues is a musical form of the late 19th century that has had deep roots in African- American communities. The slaves and their descendants used to sing as they worked in the cotton and vegetable fields. The notes of the blues create an expressive and soulful sound. The feelings that are evoked are normally associated with slight degrees of misfortune, lost love, frustration, or loneliness.
From ecstatic joy to deep sadness, the blues can communicate various emotions more effectively than other musical forms. It originated in the United States. It combines elements of African-American gospel music, rhythm and blues, and often jazz. The catchy rhythms are accompanied by handclaps and extemporaneous body moves which are among its important features.
Some important innovators whose recordings in the s contributed to the emergence of soul music included Clyde McPhatter, Hank Ballard, and Etta James. This musical form became their outlet to vent their loneliness and anger, and is a result of the interaction of music and religion from Africa with that of America. The texts are mainly religious, sometimes taken from psalms of Biblical passages, while the music utilizes deep bass voices.
The vocal inflections, Negro accents, and dramatic dynamic changes add to the musical interest and effectiveness of the performance. Call and Response The call and response method is a succession of two distinct musical phrases usually rendered by different musicians, where the second phrase acts as a direct commentary on or response to the first. Much like the question and answer sequence in human communication, it also forms a strong resemblance to the verse-chorus form in many vocal compositions.
Which African music is usually heard on the radios today? Among the types of African music, which is usually known as a type of music that has originated from Brazil? Which type of music was popularized by Bob Marley?
What are the different musical instruments included in the maracatu? Classification of Traditional African Instruments A. Idiophones These are percussion instruments that are either struck with a mallet or against one another. Balafon - The balafon is a West African xylophone.
It is a pitched percussion instrument with bars made from logs or bamboo. The xylophone is originally an Asian instrument that follows the structure of a piano. It came from Madagascar to Africa, then to the Americas and Europe.
Rattles - Rattles are made of seashells, tin, basketry, animal hoofs, horn, wood, metal bells, cocoons, palm kernels, or tortoise shells. These rattling vessels may range from single to several objects that are either joined or suspended in such a way as they hit each other. Agogo - The agogo is a single bell or multiple bells that had its origins in traditional Yoruba music and also in the samba baterias percussion ensembles.
Atingting Kon - These are slit gongs used to communicate between villages. In certain cases, their sound could carry for miles through the forest and even across water to neighboring islands. Slit drum - The slit drum is a hollow percussion instrument. Although known as a drum, it is not a true drum but is an idiophone.
It is usually carved or constructed from bamboo or wood into a box with one or more slits in the top. If the resultant tongues are different in width or thicknesses, the drum will produce two different pitches.
Djembe - The West Africandjembe pronounced zhem-bay is one of the best-known African drums is. It is shaped like a large goblet and played with bare hands. The body is carved from a hollowed trunk and is covered in goat skin. Log drums come in different shapes and sizes as well: tubular drums, bowl-shaped drums, and friction drums. Some have one head, others have two heads. The bigger the drum, the lower the tone or pitch.
The more tension in the drum head, the higher the tone produced. These drums are played using hands or sticks or both; and sometimes have rattling metal and jingles attached to the outside or seeds and beads placed inside the drum.
They are sometimes held under the armpit or with a sling. Shekere - The shekere is a type of gourd and shell megaphonefrom West Africa, consisting of a dried gourd with beads woven into a net covering the gourd. Theagbe is another gourd drum with cowrie shells usually strung with white cotton thread. The axatse is a small gourd, held by the neck and placed between hand and leg. Gourd shekere 8. Rasp - A rasp, or scraper, is a hand percussion instrument whose sound is produced by scraping the notches on a piece of wood sometimes elaborately carved with a stick, creating a series of rattling effects.
Antique wooden rasp 46 All rights reserved. Membranophones Membranophones are instruments which have vibrating animal membranes used in drums. Their shapes may be conical, cylindrical, barrel, hour-glass, globular, or kettle, and are played with sticks, hands, or a combination of both. African drums are usually carved from a single wooden log, and may also be made from ceramics, gourds, tin cans, and oil drums.
Examples of these are found in the different localities — entenga Ganda , dundun Yoruba , atumpan Akan , and ngoma Shona , while some are constructed with wooden staves and hoops.
Body percussion - Africans frequently use their bodies as musical instruments. Aside from their voices, where many of them are superb singers, the body also serves as a drum as people clap their hands, slap their thighs, pound their upper arms or chests, or shuffle their feet. This body percussion creates exciting rhythms which also stir them to action. Moreover, the wearing of rattles or bells on their wrists, ankles, arms, and waists enhances their emotional response.
Talking drum - The talking drum is used to send messages to announce births, deaths, marriages, sporting events, dances, initiation, or war. Sometimes it may also contain gossip or jokes. It is believed that the drums can carry direct messages to the spirits after the death of a loved one. However, learning to play messages on drums is extremely difficult, resulting in its waning popularity.
An example of the talking drum is the luna. Luna 47 All rights reserved. Lamellaphone One of the most popular African percussion instruments is the lamellaphone, which is a set of plucked tongues or keys mounted on a sound board. It is known by different names according to the regions such as mbira, karimba, kisaanj, and likembe.
Mbira hand piano or thumb piano - The thumb piano or finger xylophone is of African origin and is used throughout the continent. It consists of a wooden board with attached staggered metal tines a series of wooden, metal, or rattan tongues , plus an additional resonator to increase its volume.
It is played by holding the instrument in the hands and plucking the tines with the thumbs, producing a soft plucked sound. Chordophones Chordophones are instruments which produce sounds from the vibration of strings. These include bows, harps, lutes, zithers, and lyres of various sizes. Musical bow - The musical bow is the ancestor of all string instruments.
It is the oldest and one of the most widely-used string instruments of Africa. It consists of a single string attached to each end of a curved stick, similar to a bow and arrow. The string is either plucked or struck with another stick, producing a per-cussive yet delicate sound. The earth bow, the mouth bow, and the resonator-bow are the principal types of musical bows. The earth bow, ground bow, or pit harp consist of a hole in the ground, a piece of flexible wood and a piece of chord. The musician plucks the taut string to accompany his singing.
When the half gourd is not buried, the performer holds the instrument very tightly under his knee flat side down, so that the chord puts enough tension on the wood to bend it into the shape of a hunting bow. Afro-Latin American and Popular Music A more advanced form of ground bow is made from a log, half a gourd, a flat piece of wood, and cord. The wooden strip is driven firmly into one end of the log and the half gourd is fastened to the log about 2 feet away from the wooden strip. The cord, fastened from the wooden strip to the gourd, is stretched so tightly into the shape of a bow.
The player holds the instrument on the ground by placing one leg across the log between the resonating gourd and the wooden strip. Lute konting, khalam, and the nkoni - The lute, originating from the Arabic states, is shaped like the modern guitar and played in similar fashion. It has a resonating body, a neck, and one or more strings which stretch across the length of its body and neck.
Nkoni West African plucked lutes include the konting, khalam, and the nkoni. Kora - The kora is Africa's most sophisticated harp, while also having features similar to a lute. Its body is made from a gourd or calabash. A support for the bridge is set across the opening and covered with a skin that is held in place with studs. The leather rings around the neck are used to tighten the 21 strings that give the instrument a range of over three octaves.
The kora is held upright and played with the fingers. African kora 4. Zither - The zither is a stringed instrument with varying sizes and shapes whose strings are stretched along its body. Among the types of African zither are the raft or Inanga zither from Burundi, the tubular or Valiha zither from Malagasy, and the harp or Mvet zither from Cameroon.
Raft zither 49 All rights reserved. Zeze - The zeze is an African fiddle played with a bow, a small wooden stick, or plucked with the fingers. It has one or two strings, made of steel or bicycle brake wire. It is from Sub-Saharan Africa. It is also known by the names tzetze and dzendze, izeze and endingidi; and on Madagascar is called lokanga or lokango voatavo.
Aerophones Aerophones are instruments which are produced initially by trapped vibrating air columns or which enclose a body of vibrating air. Flutes in various sizes and shapes, horns, panpipes, whistle types, gourd and shell megaphones, oboe, clarinet, animal horn and wooden trumpets fall under this category.
Flutes - Flutes are widely used throughout Africa and either vertical or side-blown. They are usually fashioned from a single tube closed at one end and blown like a bottle. Atenteben Ghana Fulani Flutes Panpipes consist of cane pipes of different lengths tied in a row or in a bundle held together by wax or cord, and generally closed at the bottom.
They are blown across the top, each providing a different note. Horns - Horns and trumpets, found almost everywhere in Africa, are commonly made from elephant tusks and animal horns.
With their varied attractive shapes, these instruments are end-blown or side-blown and range in size from the small signal whistle of the southern cattle herders to the large ivory horns of the tribal chiefs of the interior.
It releases a mellow and warm sound that adds a unique African accent to the music. This instrument, which comes in a set of six horns, reflects the cross of musical traditions in Africa. Today, the kudu horn can also be seen in football matches, where fans blow it to cheer for their favourite teams. Reed pipes - There are single-reed pipes made from hollow guinea corn or sorghum stems, where the reed is a flap partially cut from the stem near one end.
It is the vibration of this reed that causes the air within the hollow instrument to vibrate, thus creating the sound. There are also cone-shaped double-reed instruments similar to the oboe or shawm.
The most well-known is the rhaita or ghaita, an oboe-like double reed instrument from northwest Africa. It is one of the primary instruments used by traditional music ensembles from Morocco.
The rhaita was even featured in the Lord of the Rings soundtrack, specifically in the Mordor theme. Whistles - Whistles found throughout the continent may be made of wood or other materials.
Short pieces of horn serve as whistles, often with a short tube inserted into the mouthpiece. Clay can be molded into whistles of many shapes and forms and then baked.
Pottery whistles are sometimes shaped in the form of a head, similar to the Aztec whistles of Central America and Mexico. African whistle 5. Trumpets - African trumpets are made of wood, metal, animal horns, elephant tusks, and gourds with skins from snakes, zebras, leopards, crocodiles and animal hide as ornaments to the instrument.
They are mostly ceremonial in nature, often used to announce the arrival or departure of important guests. In religion and witchcraft, some tribes believe in the magical powers of trumpets to frighten away evil spirits, cure diseases, and protect warriors and hunters from harm.
These are mainly used to provide rhythmic sounds, which are the most defining element of African music. Africans make musical instruments from the materials in the environment, like forest areas from where they make large wooden drums.
Drums may also be made of clay, metal, tortoise shells, or gourds. Xylophones are made of lumber or bamboo, while flutes can be constructed wherever reeds or bamboo grow. Animal horns are used as trumpets while animal hides, lizard skins, and snake skins can function as decorations as well as provide the membranes for drum heads.
Laces made of hides and skins are used for the strings of harps, fiddles, and lutes. On the other hand, bamboo was used to form the tongues of thumb pianos, the frames of stringed instruments, and stamping tubes.
Strips of bamboo are even clashed together rhythmically. Gourds, seeds, stones, shells, palm leaves, and the hard-shelled fruit of the calabash tree are made into rattles. Ancient Africans even made musical instruments from human skulls decorated with human hair while singers use their body movements to accompany their singing. Modern Africans make use of recycled waste materials such as strips of roofing metal, empty oil drums, and tin cans.
These people, bursting with rhythm, make music with everything and anything. At present, new materials that are more easily accessible, such as soda cans and bottles, are becoming increasingly important for the construction of percussion instruments.
Some rhythmic instruments like scrapers, bells, and rattles also provide the pitch and timbre when played in an ensemble to provide contrasts in tone quality and character. What are the classifications of African music?
What are the characteristics of each classification of African music? Name some African musical instruments under the following categories: a. Describe how African musical instruments are sourced from the environment.
Give examples. Sometimes called Latin music, it includes the countries that have had a colonial history from Spain and Portugal, divided into the following areas: a. Brazil At the same time, because of the inter-racial cross breeding and migration, the above- named countries were also somewhat commonly populated by five major ancestral groups as follows: a.
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