analysis of cherry pink and apple blossom white by perez.pdf

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The document provides instructions for analyzing the song "Analysis of Cherry Pink and Apple Blossom White by Perez Prado". Students are asked to analyze elements of unity and variety in the music including: identifying musical ideas and their timings, dynamics, timbre, pitch levels, whether it features solo or ensemble performance, the musical style, its purpose, and any connotations. The song link is provided to listen to while completing the analysis.

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analysis of cherry pink and apple blossom white by perez prado song link
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The principles of unity & variety apply to all music, regardless of compositional style or
historical period.Now that you are familiar with the concepts in the first section of the
course (Basic Musical Concepts), and you have seen how they work on different pieces of
music, try your hand, mouse, and ears at how they operate in a music selection that you may
not have heard yet.Link to song: https://oma.s3.amazonaws.com/audio/95031.mp3Your
analysis should include:1. The number of different musical ideas in the piece (for example,
can we say that there are two ideas A and B? Or is there only one?)2. The timings (start and
stop times) of the different sections of the piece. (Hint: Listen for changes in musical ideas
and timbre, for example, points when different instruments come in or give way to
others.)3. How unity and variety are exemplified in those sections through the use of:a)
Dynamics: Where does the music get louder or softer? Is there any apparent reason for
those changes?b) Timbre: Where do instruments take over the melody or a solo passage?c)
Pitch: What is the general pitch level of the piece? Are there wide variations in pitch level?4.
Although there are sections that feature one instrument over others, whether you think this
is a piece for a solo performer or for an ensemble5. A list of the characteristics of the
musical style closest to the one this piece exemplifies.6. Whether you think this piece serves
(or could serve) a specific purpose.7. Whether or not it has any specific connotation(s) for
you. Do you need a similar assignment done for you from scratch? We have qualified writers
to help you.

The document provides instructions for an analysis assignment of the song "Cherry Pink and Apple Blossom White" which is 4 minutes and 8 seconds long. Students are asked to analyze the musical ideas, timing of sections, and how unity and variety are used through dynamics, timbre, pitch, and instrumentation. They also need to identify the musical style and discuss if the piece serves a purpose or has any connotations.

AnalysisThe principles of unity & variety apply to all music.docx

amrit47

Analysis The principles of unity & variety apply to all music, regardless of compositional style or historical period. Now that you are familiar with the concepts in the first section of the course (Basic Musical Concepts), and you have seen how they work on different pieces of music, try your hand, mouse, and ears at how they operate in a music selection that you may not have heard yet. Cherry Pink and Apple Blossom White (4:08) Your analysis should include: The number of different musical ideas you hear in the piece (can we say that there are two ideas A and B? Or is there only one?) The timings (start and stop times) of the different sections of the piece. ( Hint : Listen for changes in musical ideas and timbre , or for points when one instrument gives way to another .) How the following elements contribute to unity and variety in the sections you identified (give timings): Dynamics : Where does the music get louder or softer? Is there any apparent reason for those changes? Timbre : Where do different instruments take over the melody? Pitch : What is the general pitch level of the piece? Are there wide variations in pitch level? Although there are sections that feature one instrument over others , do you think this is a piece for a solo performer or for an ensemble ? List of the characteristics of the musical style closest to the one this piece exemplifies. ( Hint : Revisit the class titled Folk Music, Art Music, and All That Jazz) Do you think this piece serves (or could serve) a specific purpose? Does this piece have any specific connotation(s) for you? .

The principles of unity and variety apply to all music, regardless o.docx

oscars29

The principles of unity and variety apply to all music, regardless of compositional style or historical period. Now that you are familiar with the concepts in the first section of the course (Basic Musical Concepts), and you have seen how they work on different pieces of music, try your hand, mouse, and ears at how they operate in a music selection that you may not have heard yet: "Manha de Carnaval" by Sigman and Bonfa. Assignment #3 Audio: Your analysis should include: The number of different musical ideas in the piece (for example, can we say that there are two ideas A and B? Or is there only one?) The timings (start and stop times) of the different sections of the piece. ( Hint: Listen for changes in musical ideas and timbre , for example, points when different instruments come in or give way to others.) How unity and variety are exemplified in those sections through the use of: Dynamics Timbre Pitch Although there are sections that feature one instrument over others, whether you think this is a piece for a solo performer or for an ensemble . A list of the characteristics of the musical style closest to the one this piece exemplifies. ( Hint : Look at the last lecture in the first section of the course) Whether you think this piece serves (or could serve) a specific purpose. Whether or not it has any specific connotation(s) for you. .

Analyzing music process

Tori Jensen

The document provides guidance on how to analyze a piece of music by beginning with the title, composer, and date. It recommends listening to the entire piece first to understand the overall structure before breaking it down further. It then defines various musical elements to analyze like texture, lyrics, rhythm, pitch, intensity, tone color, and duration and asks how each element can be described and what effect it has on the piece.

Analyze a Piece of Music The principles of unity and variety apply

cheryllwashburn

Analyze a Piece of Music The principles of unity and variety apply to all music, regardless of compositional style or historical period. Now that you are familiar with the concepts in the first section of the course (Basic Musical Concepts), and you have seen how they work on different pieces of music, try your hand, mouse, and ears at how they operate in a music selection that you may not have heard yet: "Manha de Carnaval" by Sigman and Bonfa. Your analysis should include: •The number of different musical ideas in the piece (for example, can we say that there are two ideas A and B? Or is there only one?). •The timings (start and stop times) of the different sections of the piece. (Hint: Listen for changes in musical ideas and timbre, for example, points when different instruments come in or give way to others.). •How unity and variety are exemplified in those sections through the use of: 1.Dynamics. 2.Timbre. 3.Pitch. . •Although there are sections that feature one instrument over others, whether you think this is a piece for a solo performer or for an ensemble.. •A list of the characteristics of the musical style closest to the one this piece exemplifies. (Hint: Look at the last lecture in the first section of the course). •Whether you think this piece serves (or could serve) a specific purpose.. •Whether or not it has any specific connotation(s) for you.. ...

How Music Works.pdf

PeterYarrow4

Be sure to listen to all of the pieces first, then answer the ques.docx

JASS44

Be sure to listen to all of the pieces first, then answer the questions and re-listen as needed! After you have completed the required reading and listened to each piece as identified, please complete the following questions. Please keep in mind that the aim of these questions is not necessarily a right or wrong answer (you are NEVER graded on your opinion), but how well you present your ideas, demonstrate your understanding of the material, and support your reasoning. 1. Two of the concepts discussed in your text include rhythm and meter. Rhythms and meters are placed in groups (or a feeling of) of 2’s or 3’s, often referred to as duple or triple. After listening to “Cantecul Miresei,” how would you identify the meter? Is it duple, triple, or it is a combination of both? Explain your answer and how you arrived at your decision. (Hint: Listen to the piece several times and try clapping with the beat.”) 2. Tempo, the speed at which the music is performed, is an important aspect in all forms and genres of music. Whether or not we understand the words, or if words are completely absent, tempo can give us a feeling of the overall mood or emotion of a piece of music. Tempo can also change and is not a static function in the music of any culture. For each piece in this assignment, identify the tempo (slow, moderate, fast, furious, et cetera). In addition, describe the mood of each piece and how this might be different if the tempo were different. Give examples from your listening to help explain your answers. 3. Understanding the concept of harmony can be both complicated and frustrating. However, in the most simple of definitions, harmony is simply the part of music that adds to (or rounds) out the melody, which many would say makes music more interesting to listen and relate to. Choose one of the pieces from the list above and describe the harmony using terms discussed and defined in the text. Is the pitch tendency of the piece (not a specific voice or instrument) high or low? Is it “chant-like,” a cappella, or accompanied? If it is accompanied, is the accompaniment chordal, and if so does it use chord progressions or merely one chord? Does it sound like the harmony was written down or simply improvised? Be sure to explain your answer and offer examples from the piece you have selected. 4. Timbre and the study of acoustics is possibly one of the most interesting elements of music. Every voice, instrument, and sound made has a distinct, unique quality that either makes it attractive to our ears or unbearable. However, it is also important to remember that while an instrument or voice (ex. a screechy soprano or an accordion) may not sound good to us on their own, when paired with other instruments or voices may sound absolutely wonderful. Choose one of the pieces from this assignment and describe the timbre of the piece. How would you describe the sound? Is it airy, woody, tin-like, open, closed, high, low, etc.? Does the timbre change at all? If s ...

Session 3‘the elements of music’

Paul Carr

This lecture provides an overview of musicology and how it relates to the analysis of popular music. It discusses the history of musicology focusing originally on art music, and how it has expanded to include popular music. The goals of the module are introduced as analyzing popular music forms, developing critical skills, and improving writing and presentation abilities. An overview of the course schedule is given along with details on assessments, which include a group presentation and written essay. Various analytical tools and layers involved in analyzing songs, arrangements, and recorded tracks are defined and examples are discussed.

Session 2 song arrangement and track

Paul Carr

Write a short essay on a musical work or works of your choosing. Ima.docx

arnoldmeredith47041

Write a short essay on a musical work or works of your choosing. Imagine you are writing about the music for a reader who is familiar with the basic musical concepts and terminology you have learned in this class, but does not know the music of the artist you are writing about. You may choose to discuss more than one work, but limit your discussion to a few meaningful examples. For instance, you might compare and contrast two songs from a single album, two songs from different albums made at different times in an artist's career, or an original and a cover by a different artist. Address at least three of the following prompts in your response: 1. Describe your personal reaction to the music. How does it make you feel? Does it evoke any particular associations or memories for you? Do you feel the artist/composer intended to incite a particular emotional reaction with the music? How much do you experience that emotion yourself? 2. Describe the elements of the music and their interaction. Is it in a major or minor key? Can you identify its meter? Can you describe its texture (is it monophonic , melody-and accompaniment , polyphonic , or some combination of these)? 3. Can you identify the instrumentation? Are there any unusual instrumental choices or sound sources? 4. Does the work exhibit a recognizable musical form that we have talked about? 5. Is the music characteristic of a particular musical style? Does it show evidence of influence from, or reaction to, a particular style? 6. Does the music have a text? If so, how are music and text related? How does the music reinforce the meaning of the words? 7. Do you know other music by this artist? Does your knowledge of the artist's other work influence how you perceive this particular work? 8. Does the music seem to evoke something outside itself? For example, does it follow a storyline, or evoke a particular image or idea? You will need include recording of the music you write about, either in the form of a Youtube or other online link or as an mp3. .

Musicology Presentation

Paul Carr

The document provides an overview of musicology and the requirements for an assessment in a musicology module. It discusses the history and goals of musicology, focusing on analyzing popular music. The assessment consists of a 2,000-word essay analyzing a musical work and a 5-minute technological presentation on a musicological topic. The essay must use concepts like form, harmony, melody, and rhythm to analyze compositions.

Year 11 revision guide

jamesgoodmanatwork

This document provides a revision guide for GCSE Music. It covers the key areas of study including rhythm and metre, harmony and tonality, texture and melody, timbre and dynamics, and structure and form. It defines important musical terminology and provides example questions. It also includes a listening guide with examples of music from different genres and cultures to support learning. Websites are listed that provide audio examples of musical elements and terms to aid revision.

Mod5(2)

jansonke

This document provides an introduction to an online music module that explores elements and context of music through analyzing 9 audio clips. Students are instructed to listen to each audio selection and answer questions about instruments, mood, genre, and cultural origins. The purpose is for students to consider what music is through applying their knowledge and experiences to describe different musical works.

Mod5

jansonke

This document provides an introduction to a music module that will analyze nine different audio clips based on elements of music, context, and emotions conveyed. Students are instructed to listen to each audio selection and answer questions about the instruments, mood, genre, and cultural influences perceived in the samples. The questions will analyze characteristics like primary instruments, uniqueness of sounds, origins of artists, and similarities to other music heard before.

Chapter-8-Music.docx

HannahMaeMagbutay

This document provides an overview of music, including its history, importance, elements, genres, and classification of instruments. It discusses that music gives life and connects people. The primary roles of music are in art and human life. It then explains the key elements of music like harmony, melody, rhythm, and tempo. It also outlines the essentials of songwriting and different music genres like classical, folk, jazz. Finally, it classifies musical instruments into categories like soprano, alto, tenor, bass based on their vocal range.

Module music 5 1 q

GT Northeast Academy

Session 4 Phil Tagg’s Musicological Model

Paul Carr

Phil Tagg's methodology for musicological analysis involves several key steps: 1) Selecting an "Analysis Object" (AO) that has broad communication potential. 2) Identifying the musical "Parameters of Expression" and elements in the AO. 3) Finding short meaningful segments called "musemes" within the AO. 4) Comparing the AO to similar "Inter-objective Comparison Materials" (IOCM) to understand collective meanings.

The Assignments list contains the details of the course listening as.docx

manningchassidy

The Assignments list contains the details of the course listening assignments. There are four separate listening assignments of equal value (10%) and each assignment contains five compositions, some of which have more than one movement . You are required to listen to the recordings and write approximately one paragraph on each composition (but not each movement). Therefore, you should submit a five-paragraph document for each assignment through the Canvas assignment page. Many assignment dropboxes will remain available after their posted due dates. Previously, some dropboxes would disappear after a deadline had passed, but now most will be accessible through the end of the term. All student submissions will continue to be date-stamped. Therefore, if you submit an assignment after its published deadline, the tutor-marker will decide whether late penalties will be assessed, based on the grading policies established in your course or by the course supervisor. In composing your paragraphs, please make sure you: Describe what you hear and your impressions of the music. Use the terminology that you have learned in class. The wrong way: “It sounds weird.” The right way: “It sounds weird because the melody, when there is one, uses very large leaps with short phrases. There is no constant pulse, and the rhythm is hard to perceive. Each …” I am not interested in background information that you might find via Google. Do not include filler information, such as the composer’s birth and death dates, his/her teachers, etc. However, please do include some historical perspective from your notes that are relevant to the work, specifically how this work may reflect the composer’s style (or the general style represented by the composer). Please, avoid comparisons to subjective experiences (“It sounds like a chase scene in a movie,” or “It makes me feel like I’m lying in a boat, watching the stars….”). Your descriptions should be based upon what you hear, not how it makes you feel! Also, avoid a blow-by-blow description of the music , such as, “It starts with a solo flute, and then the harp comes in with an arpeggio, then the rest of the orchestra comes in. It gets loud, and then quieter, and then the flute plays another solo....” Instead, try to sum up what you hear . For example: “There are solo passages, often in the flute, which alternate with full orchestra. Sometimes the orchestra echoes the solo, other times it seems to answer it with different material....” Again, try to generalize about what you hear, and about the composer’s style. Below are some general descriptions you should consider ( don’t try to describe all of them!): Texture Monophonic? Polyphonic? Homophonic? Is the texture consistent, or does it change often? Timbre Which instruments are playing? Are they playing in unusual ways? Is the combination of instruments unusual? Melody Length of phrases, type of motion, step vs. leaps, e ...

Music Arrangement - Key Steps to Do it Rightly!.pdf

Carry A Tune Studio

Hook Line and Sinker- How Songwriters Get Into Your Head, Adam Hume LBU PORES...

Adam Hume

The document discusses various theories proposed by the author for how songwriters craft catchy songs that get stuck in people's heads. The main theories discussed are vowel elongation, prosodic devices, vowel repetition, and motivic reiteration. Vowel elongation refers to drawing out vowel sounds for emphasis. Prosodic devices relate to rhythmic patterns in lyrics. Examples of popular songs that demonstrate these theories are analyzed. The author believes these techniques help make songs more memorable and singable.

MUSIC-DLL-GRADE-1-Q2-WEEK-1_.docx

glendapepito1

This document contains a daily lesson log for a Grade 1 music class. It outlines the learning objectives, which include identifying high and low pitches, musical lines, and the beginning, ending, and repeated parts of songs. It details the activities for each day of the week, which focus on high and low tones, similar and dissimilar musical lines, and identifying the different sections of recorded music. The lessons incorporate singing, body movements, and classroom discussions. Key terms like pitch, melody, and musical notation are introduced and practiced.

Week 1: "What is Music?"

Madeline Harts

The document discusses the five elements of music: sound, harmony, melody, rhythm, and growth. It defines each element and provides examples. Sound is defined by its dynamic range, timbre, and texture. Harmony involves the simultaneous sounding of pitches to create chords. Melody refers to the tune and is defined by aspects like pitch, key, and mode. Rhythm provides the steady beat and pulse, involving tempo and meter. Growth examines how musical elements develop over the course of a piece through techniques like repetition, contrast, and defined structures or forms.

Oral presentation song

Michele Dickinson

The student will give a four-minute oral presentation analyzing a song, including its title, artist, background, target audience, and personal analysis using the SIFT approach. They will prepare a handout with 10 vocabulary words, song lyrics, and 3 questions. The presentation should have an introduction, body, and conclusion and play up to 3 minutes of the song while showing lyrics. For example, the student may present the song "Where is the Love" by The Black Eyed Peas, analyzing its lyrics, poetic techniques, instruments, and personal meaning through a hook, body, and conclusion.

Oral presentation song

Michele Dickinson

Lesson plan

DepEd Navotas

This guided lesson plan is for a 7th grade class and focuses on the song "What a Wonderful World" by Louis Armstrong. The objectives are for students to make connections to the theme, recognize sound devices in songs, listen to distinguish sensory expressions, and appreciate the theme. Activities include looking at pictures to describe their world, identifying alliteration and assonance in the song lyrics, noting the senses used in the song, and doing post-listening activities focused on different senses like sight, hearing, emotion, and taste. The lesson aims to teach students about sound effects like alliteration and help them understand the song through identifying the senses used.

Preview of “remember proofed pb & ab.ppt”

siobhanpdst

This document provides guidance for presenters on teaching the song "Remember" based on the poem by Christina Rosetti. It recommends teaching the song over multiple 20-30 minute units to thoroughly cover the musical content. Each unit should provide starting points rather than teaching the full song. The document describes students' positive reactions to different elements of the composer's setting of the poem to music, such as the melody and contrasting sections. It outlines teaching outcomes such as working with poetry and music, compositional elements, solfege, and rhythmic concepts. Further potential areas for exploration are mentioned like cross-curricular connections, technical skills, musical form, and solo opportunities.

Report 9 (Huapango Song) CD 3. Select ONE of the followinga) Tra.docx

laurieellan

Report 9 (Huapango Song): CD 3. Select ONE of the following: a) Track 4, El Pastor (Ixya Herrera) b) Track 6, Rogaciano/Rogaciano El Huapanguero (Los Hermanos Luna) Instructions: Include the title, the name of the composer (if known) and of the performer. Describe the singing style. Comment on the vocalist’s breath control and vowel placement. Was there use of chest voice or falsete? Comment on the lyrics (see translations in course reader) . Is the song defiant, tender, passionate, remorseful, detached? Is there any imagery used? Is there any message? Identify the type of instrumental accompaniment. Comment on the strumming. Is it the same as what you heard in the other types of Mexican songs? A. Length: One (1) page, double-spaced, Times New Roman, size 12 font. B. Points: You will receive a maximum of ten (10) points for each report. C. Grading: Your reports will be evaluated as follows: 1. Content (3 points) a) Accuracy: Did you identify the musical genre, title and composer of the selection), instruments and performance technique (including vocal and dance styles) correctly? b) Completeness: Did you provide all of the required information that was identified in the track instructions? c) Supporting Detail: Did you support your statements with actual examples from the track or the readings? 2. Paragraph Construction (2 points) a) Unity: Are your paragraphs focused? Are all the sentences in the paragraph related to the main point? b) Coherence: Do your paragraphs flow logically? Do they make sense? 3. Conventional Academic Grammar (3 pts.) a) Sentence Construction: Have you been careful to avoid incomplete sentences, misplaced modifiers? b) Verbs: Do you have correct verb and subject agreement? Use of correct verb forms? 4. Vocabulary (2 pts.) a) Usage: Have you used words with the correct meaning? b) Spelling: Have you spelled your words correctly? .

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