Tuesday 7/19
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Objectives:
1. Critical Listening 2. Rhythm 3. Blues Intro |
Assignments:
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Critical Listening
Stolen from Critical Reading;
"Critical reading is a more ACTIVE way of reading. It is a deeper and more complex
engagement with a text. Critical reading is a process of analyzing, interpreting and, sometimes, evaluating.
When we read critically, we use our critical thinking skills to QUESTION both the text and our own reading of it."
University of Toronto Scarbourough
Critical listening is a more ACTIVE way of listening. It is a deeper and more complex
engagement with a music. Critical listening is a process of analyzing, interpreting and, sometimes, evaluating.
When we listen critically, we use our critical thinking skills to QUESTION both the music and our own listening of it.
Remember there are different ways we can listen to music, and different Uses we can have for it.
Examples:
-We are Probably not listening Critically when listening to music at the Gym.... We are listening more for:
Rhythm/Beat, Pass the Time, Inspire you emotionally (pump you up..)
-We are Probably not Listening Critically when we listen to music to fall asleep.....
-We are probably not listening critically when we put on music at dinner or at a BBQ
During these activities we are not interested in Analyzing, Interpreting, or Evaluating
This is yet another carries over into other forms or ART or ENTERTAINMENT
Film/Stories:
Most of us have different types of films/TV shows we watch during different activities
-If I have a show on during dinner .... Sitcom? something light..
-Watching something while going to sleep.....
-Watching something while warming up......
But sometimes you want to watch something a little deeper , Something you can delve into a little more....
Sometimes we WANT to Analyze, Interpret, Evaluate
If we are going to listen to something in class and I ask you
"What did you think of that song? "
You need a different way of listening so you can come up with an informed and intelligent way of answering
"Critical reading is a more ACTIVE way of reading. It is a deeper and more complex
engagement with a text. Critical reading is a process of analyzing, interpreting and, sometimes, evaluating.
When we read critically, we use our critical thinking skills to QUESTION both the text and our own reading of it."
University of Toronto Scarbourough
Critical listening is a more ACTIVE way of listening. It is a deeper and more complex
engagement with a music. Critical listening is a process of analyzing, interpreting and, sometimes, evaluating.
When we listen critically, we use our critical thinking skills to QUESTION both the music and our own listening of it.
Remember there are different ways we can listen to music, and different Uses we can have for it.
Examples:
-We are Probably not listening Critically when listening to music at the Gym.... We are listening more for:
Rhythm/Beat, Pass the Time, Inspire you emotionally (pump you up..)
-We are Probably not Listening Critically when we listen to music to fall asleep.....
-We are probably not listening critically when we put on music at dinner or at a BBQ
During these activities we are not interested in Analyzing, Interpreting, or Evaluating
This is yet another carries over into other forms or ART or ENTERTAINMENT
Film/Stories:
Most of us have different types of films/TV shows we watch during different activities
-If I have a show on during dinner .... Sitcom? something light..
-Watching something while going to sleep.....
-Watching something while warming up......
But sometimes you want to watch something a little deeper , Something you can delve into a little more....
Sometimes we WANT to Analyze, Interpret, Evaluate
If we are going to listen to something in class and I ask you
"What did you think of that song? "
You need a different way of listening so you can come up with an informed and intelligent way of answering
Analyze, Interpret, Evaluate
Analyze
Webster: examine methodically and in detail the constitution or structure of
(something, especially information), typically for purposes of
explanation and interpretation.
Describing all the different parts of the Song
(lyrics, instrumentation, genre, subject, emotions etc.
WHAT IS THERE!!)
Interpret
Webster:
1. Explain the Meaning of (information, words, or actions)
2.understand (an action, mood, or way of behaving) as having a particular meaning or significance.
This is where you decide your opinion on what is in the song.
Example: did you like what the song was about and agree with what the artist
was saying and how they said it - or do you disagree, do you dislike it, do you think
could have delivered it better (and how!)
Evaluate
Webster: form an idea of the amount, number, or value of; assess.
This is where you assign a VALUE to the song - we try to answer What is it Good for!!
Remember this is a different question than simply asking "Do I think it is good?"
Even if YOU don't 'like' it, that doesn't mean it isn't Good for Something!
Webster: examine methodically and in detail the constitution or structure of
(something, especially information), typically for purposes of
explanation and interpretation.
Describing all the different parts of the Song
(lyrics, instrumentation, genre, subject, emotions etc.
WHAT IS THERE!!)
Interpret
Webster:
1. Explain the Meaning of (information, words, or actions)
2.understand (an action, mood, or way of behaving) as having a particular meaning or significance.
This is where you decide your opinion on what is in the song.
Example: did you like what the song was about and agree with what the artist
was saying and how they said it - or do you disagree, do you dislike it, do you think
could have delivered it better (and how!)
Evaluate
Webster: form an idea of the amount, number, or value of; assess.
This is where you assign a VALUE to the song - we try to answer What is it Good for!!
Remember this is a different question than simply asking "Do I think it is good?"
Even if YOU don't 'like' it, that doesn't mean it isn't Good for Something!
When we think of things broken down like this , it is easier to make critical listening a process, where we have a technique for achieving it
**** Remember Listening to Music is a skill just like driving, or Cooking - With these other skills, there is a technique and a process****
*** If you mess up the process when driving, you get in an accident, get a ticket, fail your driver's test etc..***
**If you mess up the process when you cook, your food tastes bad or gets ruined**
* If you don't have a process when listening to music, you won't be able to use it to it's fullest to make your life better and easier!*(And you won't be able to say much when i ask "what did you think of that song?")
**** Remember Listening to Music is a skill just like driving, or Cooking - With these other skills, there is a technique and a process****
*** If you mess up the process when driving, you get in an accident, get a ticket, fail your driver's test etc..***
**If you mess up the process when you cook, your food tastes bad or gets ruined**
* If you don't have a process when listening to music, you won't be able to use it to it's fullest to make your life better and easier!*(And you won't be able to say much when i ask "what did you think of that song?")
Rhythm
Webster: a strong, regular, repeated pattern of movement or sound.
OR
Repetitive/Consistant Patterns In Time
This (like Harmony) is a term we take from real life
Think of how many repeated patterns in time we have in our life:
Sleep Schedule.....
Eating/Dietary......
Work Schedule......
The SEASONS are on a repeated Pattern in Time
Physical Movements:
Running - Consistant Pattern
Heartbeat.....
Walking....
Chewing....
Talking....
Not only are these present in our life, but we see the theme of
Consistency and Familiarity because we generally
like the Rhythm ( repetitive patterns in time) at a
Consistant/Constant Speed
Heartbeat...
Walking...
Chewing ...
Talking...
and FURTHER, if there is a change or inconsistency in speed with these physical movements,
that can represent acertain EMOTIONA
Characteristics of Rhythm: Duration/Note Length, Explicit Vs. Implicit
Rhythm is Delivered - I.E. how we hear it - in many different ways depending on Genre, Instrumentation, and Style etc.
For Example, it could be delivered by a Drum Set in a Rock Band, A Synthesized Beat in a Modern Hip hop Song, Pulsing strings in a String Quartet, or beatboxing in an A Capella Ensemble
No Matter what it is Provided by, Regardless of How fast it is, somehow we always Feel the Beat
So, Given that it is Always There, we want to examine it's Characteristics
Delivery:
What is it being Provided By
How is it being Provided
Explicit -------------------------VS-------------------------------Implicit
Very Obvious ---------------------VS-----------------------------Not Obvious
*********************Side-Note*******************
Notice How many of these concepts are based on a set of Two Extremes
Examples:
Consonant------------vs.--------------- Dissonant
Repetitive-------------vs.----------------Non-Repetitive
High----------------vs-----------------Low
OR
Repetitive/Consistant Patterns In Time
This (like Harmony) is a term we take from real life
Think of how many repeated patterns in time we have in our life:
Sleep Schedule.....
Eating/Dietary......
Work Schedule......
The SEASONS are on a repeated Pattern in Time
Physical Movements:
Running - Consistant Pattern
Heartbeat.....
Walking....
Chewing....
Talking....
Not only are these present in our life, but we see the theme of
Consistency and Familiarity because we generally
like the Rhythm ( repetitive patterns in time) at a
Consistant/Constant Speed
Heartbeat...
Walking...
Chewing ...
Talking...
and FURTHER, if there is a change or inconsistency in speed with these physical movements,
that can represent acertain EMOTIONA
Characteristics of Rhythm: Duration/Note Length, Explicit Vs. Implicit
Rhythm is Delivered - I.E. how we hear it - in many different ways depending on Genre, Instrumentation, and Style etc.
For Example, it could be delivered by a Drum Set in a Rock Band, A Synthesized Beat in a Modern Hip hop Song, Pulsing strings in a String Quartet, or beatboxing in an A Capella Ensemble
No Matter what it is Provided by, Regardless of How fast it is, somehow we always Feel the Beat
So, Given that it is Always There, we want to examine it's Characteristics
Delivery:
What is it being Provided By
How is it being Provided
Explicit -------------------------VS-------------------------------Implicit
Very Obvious ---------------------VS-----------------------------Not Obvious
*********************Side-Note*******************
Notice How many of these concepts are based on a set of Two Extremes
Examples:
Consonant------------vs.--------------- Dissonant
Repetitive-------------vs.----------------Non-Repetitive
High----------------vs-----------------Low
Video #1
Daphnis and Chloe
-Beginning is void of any real obvious rhythm
-Mostly Stagnant notes, or instruments playing long notes s
-this creates that spacey feeling, we are waiting for something to ground us
-Feel the CONTRAST when finally we get some more explicit rhythm at 0:40 in the strings
-They use the lack of rhythm to build to a climax
-by 2:30/3:00 we have a solid rhythm (i.e. can tap our foot)
Video #2
Now Contrast that with this "Staccato Hora"
-Immediately we have something to tap our foot to
-makes us want to move much more
-the rhythm is explicitly outlined in the music by shorter notes all over the orchestra
MORE NOTES = MORE INFORMATION
(In the case, Rhythmic Information)
Depending on the note lengths that the different instruments are playing, we can alter how the rhythm is implied!
Video #3
How does this apply to modern pop music:
Try to apply some of those concepts to this modern pop song
Questions About Rhythm in A Specific Song
How Is the Rhythm being Implied?
What is the rhythm being Implied/Provided by?
Is it VERY obvious, or NOT VERY obvious?
How is this effected by note length/duration?
How could he imply differently?
What sounds best
Video #4
What if we were to add drums to that track?
Questions About Rhythm in A Specific Song
How Is the Rhythm being Implied?
What is the rhythm being Implied/Provided by?
Is it VERY obvious, or NOT VERY obvious?
How is this effected by note length/duration?
How could he imply differently?
Optional:
What sounds best?