The main goal of this essay is to propose and make plausible a framework for developing a philosophical account of musical notation. The proposed framework countenances four elements of notation: symbols (abstract objects that collectively constitute the backbone of a ‘system’ of notation), their characteristic ‘forms’ (for example, shapes, understood abstractly), the concrete instances, or ‘engravings’, of those forms, and the meanings of the symbols. It is argued that these elements are distinct. Along the way, several preliminary arguments are (...) given for how one ought to understand them—for example, it is suggested that engravings represent symbols rather than instantiate forms, although they are characteristically seen to represent a symbol by being seen to instantiate an associated form. Having proposed this framework, the essay explores the nature of musical instructions, as the meanings of symbols, and offers an argument in favor of the commonly held (but recently challenged) view that those meanings are imperative. Specifically, composites of musical notation (paradigmatically, musical scores) primarily express instructional meaning, and denote something like ‘sonic structures’ only secondarily, in virtue of their primary, imperative, meaning. (shrink)

It is argued that standard music notation pictures Aristotle’s time (time, as Aristotle conceived of it) in a number of important respects, which concern its micro-structure. It is then argued that this allows us to see some features of Aristotle’s time more clearly. Most importantly, Aristotelian instants can be pictured by bar-lines. This allows us to see as how radically devoid of any content Aristotelian instants should be interpreted. Thus, attention to music notation may show why Aristotle was not a (...) presentist. (shrink)

Wittgenstein composed five original musical fragments during his transitional middle period, in which he employs musical notation as a means by which to convey his philosophical thoughts. This is an overlooked aspect of the importance of aesthetics, and musical thinking in particular, in the development of Wittgenstein’s philosophy. We explain and evaluate the way the music interlinks with Wittgenstein’s philosophical thoughts. We show the direct relation of these musical examples as precursors to some of Wittgenstein’s most (...) celebrated ideas (the push beyond the inner/outer picture, the problem of rule-following, and aspect perception). We also show how important broad aesthetic notions such as style and composition concerning the very possibility of philosophizing were to Wittgenstein. (shrink)

Name der Zeitschrift: Semiotica Jahrgang: 2015 Heft: 204 Seiten: 419-428.

Music is said to consist of melody, rhythm, and harmony. Sound is assumed to be something that automatically follows once musical structure is determined. Sound, which is what actually impinges on our eardrums, has been so long forgotten in the history of musical theory. It is ironic that we do not talk about the music which we hear every day but rather are exclusively concerned about the abstracted structure behind it. This is a legacy of ancient Greek ideas (...) about music, which most contemporary musical discourses are based on. Under this tradition, imperceptible music has priority over perceptible music in reality. On the contrary, music was explained in the framework of sound, tone, and music in ancient China. Although different thinkers tried to define music in a variety of ways, sound was never completely expelled from their musical theorizations. On one hand, music was regarded as a continuum of sound and tone, namely, perceptible music and intelligible music in its structure. On the other hand, music was considered as something that could not be reduced to its structure or notation but could be associated with much broader contexts. This article explores two different traditions in ancient Greece and China in terms of their musical ontology. By answering the question, “What is music as such?” differently, they developed different views on issues such as the relationship of music and emotion, the role of music in society, the symbolization of music, and so on. (shrink)

What are musical works? Are they discovered or created? Can recordings substitute faithfully for live performances? This book considers these and other intriguing questions. It first outlines the nature of musical works, their relation to performances, and their notational specification; it then considers authenticity in performance, musical traditions, and recordings. Comprehensive and original, the volume discusses many kinds of music, applying its conclusions to issues as diverse as the authentic performance movement, the cultural integrity of ethnic music, (...) and the implications of the dominance of recorded over live music. (shrink)

Nearly all listeners consider the subjective aspects of music, such as its emotional tone, to have primary importance. But contemporary philosophers often downplay, ignore, or even deny such aspects of experience. Moreover, traditional philosophies of music try to decontextualize it. Using music as an example, this paper explores the structure of qualitative experience, demonstrating that it is multi-layer emergent, non-compositional, enacted, and situation dependent, among other non-Cartesian properties. Our explanations draw on recent work in cognitive science, including blending, image schemas, (...) and sensory memory, as well as on phenomenology. A hierarchical structure transformation based complexity theory is applied to obtain a non-linear dynamical systems explanation of qualia and emotion that respects phenomenological insights about time, including retention and protention. The complexity measure provides both a metric structure and a potential function, on spaces of pieces that are constructed using given elements and transformations, with weights that reflect their cognitive difficulty. However, the approach is not reductionist; using improvisation and the evolution of musical notation as data, we argue that situatedness, especially enactment and social context, are key aspects of musical consciousness. (shrink)

This article is based on a performance piece, Thought Conductor # 2, by the artist Bruce Gilchrist. In a live-art context, the signals generated by an individual hooked up to an EEG are converted into passages of musical notation and played by a string quartet. What is happening here, or rather what kind of happening is taking place, is the focus of this article. The article explores the relations between the author, the score, and the sound in Thought Conductor (...) # 2 as well in John Cage’s 4’33” (1952), the landmark work that inspired the Thought Conductor pieces, and which has been described as one of the first happenings in America. These key elements offer clues to the different kinds of ‘presences’ that the performances embody, and the different notions of ‘life’ to which they refer. The sound of TC2 is the sound of an event. (shrink)

Trends of musical notation -- Mehter as act of power and performance -- Intertextuality in Turkish musical writings.

Music-Dance explores the identity of choreomusical work, its complex authorship and its modes of reception as well as the cognitive processes involved in the reception of dance performance. Scholars of dance and music analyse the ways in which a musical score changes its prescriptive status when it becomes part of a choreographic project, the encounter between sound and motion on stage, and the intersection of listening and seeing. As well as being of interest to musicologists and choreologists considering issues (...) such as notation, multimedia and the analysis of performance, this volume will appeal to scholars interested in applied research in the fields of cognition and neuroscience. The line-up of authors comprises representative figures of today's choreomusicology, dance historians, scholars of twentieth-century composition and specialists in cognitive science and performance studies. Among the topics covered are multimedia and the analysis of performance; the notational practice of choreographers and the parallel attempts of composers to find a graphic representation for musical gestures; and the experience of dance as a paradigm for a multimodal perception, which is investigated in terms of how the association of sound and movement triggers emotions and specific forms of cognition. (shrink)

Notations are cognitive systems involving distinctive psychological functions, behaviors, and material forms. Seen through this lens, two main types – semasiography and visible language – are fundamentally differentiated by their material prehistories, emphasis on iconography, and the centrality of language's combinatorial faculty. These fundamental differences suggest that key qualities (iconicity, expressiveness, concision) are difficult to conjoin in a single system.

Peter Kivy is the author of many books on the history of art and, in particular, the aesthetics of music. This collection of essays spans a period of some thirty years and focuses on a richly diverse set of issues: the biological origins of music, the role of music in the liberal education, the nature of the musical work and its performance, the aesthetics of opera, the emotions of music, and the very nature of music itself. Some of these (...) subjects are viewed as part of the history of ideas, others as current problems in the philosophy of art. A particular feature of the volume is that Kivy avoids the use of musical notation so that no technical knowledge at all is required to appreciate his work. The essays will prove enjoyable and insightful not just to professionals in the philosophy of art and musicologists, or to musicians themselves, but also to any motivated general reader with a deep interest in music. (shrink)

Renowned for his influence as a political philosopher, a writer, and an autobiographer, Jean-Jacques Rousseau is known also for his lifelong interest in music. He composed operas and other musical pieces, invented a system of numbered musical notation, engaged in public debates about music, and wrote at length about musical theory. Critical analysis of Rousseau’s work in music has been principally the domain of musicologists, rarely involving the work of scholars of political theory or literary studies. In (...) _Rousseau Among the Moderns_, Julia Simon puts forth fresh interpretations of _The Social Contract_, _The Discourse on the Origin of Inequality_, and _The Confessions_, as well as other texts. She links Rousseau’s understanding of key concepts in music, such as tuning, harmony, melody, and form, to the crucial problem of the individual’s relationship to the social order. The choice of music as the privileged aesthetic object enables Rousseau to gain insight into the role of the aesthetic realm in relation to the social and political body in ways often associated with later thinkers. Simon argues that much of Rousseau’s “modernism” resides in the unique role that he assigns to music in forging communal relations. (shrink)

The article deals with the phenomenological analysis of music perception on the material of rock songs. The structure of a song is simpler than the structure of a classical piece of music, but all the results are valid for any music with appropriate complication. “Listening device”—a computer program that translates sounds into musical notation - perceives individual sounds. But the musical consciousness understands the specific musical thought. It groups sounds into motifs and phrases. F. Tagg introduces the (...) concept of “museme”—a unit of musical meaning. Musemes have meaning only for the understanding consciousness. Musemes of different levels include motifs and phrases, metric signature, rhythm, and the structure of the whole work. In a melody there may be “key sites” in which the concentration of musical thought is maximized. They are constituted by musical consciousness and are largely subjective. The understanding of a musical work takes place in time, and this allows the consciousness to mark out a segment of time, to arrange the intelligible structure in it. A melody is a meaningful whole that has its own logic of unfolding. It encompasses a segment of time and transforms it into something stationary. Melody can be represented in the form of a scheme. The subject of music is the compression of time into such structures. An interesting example of musical perception is psychedelic rock. When listening to psychedelic music, the constitutive activity of consciousness is reduced and an altered state of consciousness occurs. The horizon of meaning narrows, the protention disappears. Here we should recall the notion of “saturated phenomenon” introduced by J.-L. Marion. The saturated phenomenon does not allow for constitution and assimilation. Psychedelic music modifies the horizons of future meanings. The article concludes with a question about computer music: will it make sense to us? So far there is no unequivocal answer to this question. (shrink)

The early right anterior negativity (ERAN) in event-related potentials (ERPs) is typically elicited by syntactically unexpected events in Western tonal music. We examined how visual predictive information influences syntactic processing, how musical or non-musical cues have different effects, and how they interact with sequential effects between trials, which could modulate with the strength of the sense of established tonality. The EEG was recorded from musicians who listened to chord sequences paired with one of four types of visual stimuli; (...) two provided predictive information about the syntactic validity of the last chord through either musical notation of the whole sequence, or the word “regular” or “irregular”, while the other two, empty musical staves or a blank screen, provided no information. Half of the sequences ended with the syntactically invalid Neapolitan sixth chord, while the other half ended with the Tonic chord. Clear ERAN was observed in frontocentral electrodes in all conditions. A principal component analysis was performed on the grand average response in the audio-only condition, to separate spatio-temporal dynamics of different scalp areas as principal components and use them to extract auditory-related neural activities in the other visual-cue conditions. The first principal component (PC1) showed a symmetrical frontocentral topography, while the second (PC2) showed a right-lateralized frontal concentration. A source analysis confirmed the relative contribution of temporal sources to the former and a right frontal source to the latter. Cue predictability affected only the ERAN projected onto PC1, especially when the previous trial ended with the Tonic chord. The ERAN in PC2 was reduced in the trials following Neapolitan endings in general. However, the extent of this reduction differed between cue-types, whereby it was nearly absent when musical notation was used, regardless of whether the staves were filled with notes or empty. The results suggest that the right frontal areas carry out the primary role in musical syntactic analysis and integration of the ongoing context, which produce schematic expectations that, together with the veridical expectation incorporated by the temporal areas, inform musical syntactic processing in musicians. (shrink)

Music education discourse is marked by frequent comparisons of music to language, and of music notation to written language. However, the role played by writing, as opposed to reading, is often overlooked in that discourse, as well as in classroom practices and workbooks. Consequently, far too many students can read music notation but not write it. Failing to achieve full literacy in their field, they develop a habit of deference toward printed music. Plato argues in the Phaedrus that we should (...) not take that which is written too seriously. Letting students write music will help them to achieve the perspective of Plato—himself a writer. To read and write are inseparable phases of the same process, representing the understanding and domination of the language and of language. (shrink)

What do we mean when we talk about the identity of a musical work and what does such an identity involve? What in fact are the properties that make it something worth protecting and preserving? These issues are not only of legal relevance; they are central to a philosophical discipline that has seen considerable advances over the last few decades: musical ontology. Taking into account its main theoretical models, this essay argues that an understanding of the ontological status (...) of musical works should acknowledge the irreducible ambivalence of music as an "art of the trace" and as a "performative art." It advocates a theory of the musical work as a "social object" and, more specifically, as a sound artefact that functions aesthetically and which is based on a trace informed by a normative value. Such a normativity is further explored in relation to three primary ways of conceiving and fixing the trace: orality, notation and phonography. (shrink)

This paper explores the role of music as a communicative tool between the human and the posthuman. It utilizes the theories of embodiment and performativity of Karen Barad and Deniz Peters, as well as the perspectives of Continental Realism and contemporary phenomenology. The examples are drawn from a range of pieces of speculative fiction: dystopia, biopunk and science-fiction. It is shown that the authors bring to attention the enharmonic quality of the relationship between the ALife and its creators and advocate (...) eupsychian coexistence between these, portraying posthumanity as musica ficta: the sounds without notation that, although not recognized by musica recta, make the invisible part of reality outside of currently described systems. (shrink)

One hundred years after Luigi Russolo's "The Art of Noises," this book exposes a cross-section of the current motivations, activities, thoughts, and reflections of composers, performers, and artists who work with noise in all of its many forms. The book's focus is the practice of noise and its relationship to music, and in particular the role of noise as musical material--as form, as sound, as notation or interface, as a medium for listening, as provocation, as data. Its contributors are (...) first and foremost practitioners, which inevitably turns attention toward how and why noise is made and its potential role in listening and perceiving. Contributors include Peter Ablinger, Sebastian Berweck, Aaron Cassidy, Marko Ciciliani, Nick Collins, Aaron Einbond, Matthias Haenisch, Alec Hall, Martin Iddon, Bryan Jacobs, Phil Julian, Michael Maierhof, Joan Arnau Pàmies, and James Whitehead (JLIAT). The book also features a collection of short responses to a two-question "interview"--"what is noise (music) to you?" and "why do you make it?"--by some of the leading musicians working with noise today. Their work spans a wide range of artistic practice, including instrumental, vocal, and electronic music; improvisation; notated composition; theater; sound installation; DIY; and software development. Interview subjects include Eryck Abecassis, Franck Bedrossian, Antoine Chessex, Ryan Jordan, Alice Kemp (Germseed), George Lewis, Lasse Marhaug, Maja Solveig Kjelstrup Ratkje, Diemo Schwarz, Ben Thigpen, Kasper Toeplitz, and Pierre Alexandre Tremblay."--Page 4 of covers. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Singing Democracy:Music and Politics in Jean-Jacques Rousseau's ThoughtJulia SimonComment? Tous les intervalles de mon Clavecin sont altérés?... Fi, le vilain instrument; ne m'en parlez plus.... Je veux chanter.—Anton Bemetzrieder, Leçons de ClavecinDemocratic theory of the eighteenth century, and particularly Rousseau's, is suffused with the idealism and lack of pragmatism that make it both immensely compelling and extraordinarily frustrating. Conceived under the decaying edifice of the absolute monarchy, it strives (...) toward perfection, offering theoretical formulations that often defy practical application. Yet this theory continues to inspire democratic practice and political debates even more than 200 years after its writing. In one passage of Du contrat social Rousseau asserts, "If there were a people of Gods, it would govern itself democratically. Such a perfect government is not suited to men."1 And yet the thrust of the work and the critical force of Rousseau's corpus encourage and challenge us to strive toward democracy, as impossible a goal as it may be for mere mortals.Alongside Rousseau's works in social and political theory lies another vast body of theoretical work in music. Rarely, if ever, are they read in tandem. Music in the eighteenth century suffers from many of the same difficulties that political theory does, especially the tendency toward a level of abstraction that defies practical application. Like the problem of democracy in the eighteenth century, music also presents the temptation of retreat into a world of abstract perfection based on mathematical certainty with little relation to practical reality. [End Page 433] Perhaps nowhere is the tension so acute between the ideal and the real in music as in the domain of tuning specifically, in keyboard tuning, and the question of tempering. So as in the political domain, there is a potentially wide gulf between music theory and music practice.If there is any hope of realizing democracy in the way that Rousseau understood it, an exploration of his music theory may provide the crucial bridge between theory and practice. Rousseau's theoretical work in music, and singing in particular, covers a number of distinct subject areas. First, his proposal for a new system of musical notation links directly to democratic impulses in his political and social theory. Second, the kinds of emotions that music stirs are related in Rousseau's thought to forms of expression that remain closer to their natural origins. Finally, Rousseau's preference for melody, as opposed to harmony, relates directly to his conception of the political sphere and specifically to the relationship between the general will and the workings of the body politic in a democracy. Unexpectedly, reading Rousseau's musical theory alongside his democratic theory produces a nuanced and moderate view of the social contract that deepens our understanding of the relationship between relative and absolute values in politics as well as in music and offers a model for practice.Musical Notation and DemocracyA distinctly democratic impulse motivates the Projet concernant de nouveaux signes pour la musique for Rousseau's revision of the musical notation system is designed to increase accessibility to music. With characteristic rhetoric Rousseau introduces his project for "simplifying" musical notation with a short, to-the-point paragraph: "This project tends to make music easier to write down, easier to learn and much less diffuse."2 Following this statement of purpose, Rousseau relates, in a contrasting rhetorical style—replete with specialized vocabulary—the current state of affairs in musical notation:This quantity of lines, keys, transpositions, of sharps, flats, naturals, of simple and complex measures, of whole-notes, half-notes, quarter-notes, eighth-notes, sixteenth-notes, thirty-second notes, of rests, half-rests, quarter-rests, eighth-rests, sixteenth-rests, etc. gives a quantity of signs and combinations from which result two principle inconveniences: the first, to occupy too great a volume, and the second to overload the memory of schoolchildren in such a way that the ear being formed and the organs having acquired all the necessary facility long before one is [End Page 434] capable of singing from a book, it follows that the difficulty is more in the observation of rules than in the execution of... (shrink)

Among the fields of music study, ethnomusicology has wrestled most self-consciously with matters of representation. Since its inception in the late nineteenth century as vergleischende Musikwissenschaft [comparative musicology] and throughout its turbulent history, ethnomusicology has been centrally and vitally concerned with at least three basic issues and their numerous ramifications. First is the problem of locating disciplinary boundaries: is ethnomusicology a subfield of musicology, does it belong under anthropology or ethnology, or is it an autonomous discipline?1 Second is the problem (...) of translation: what factors influence the attempt to translate the reality of other musical cultures into audio and visual recordings, verbal accounts, and transcriptions in musical notation? Is there a viable “theory of translatability”?2 Third is a network of political and ideological matters: what sorts of ethical issues constrain the practical effort to understand another culture? What is the relation between empire and ethnomusicological representation? Can we—that is, is it a good thing to—study any music without taking note of the social, economic, political, and technological circumstances of its producers? 1. A concise introduction to the field of ethnomusicology, its history, personalities, and method may be found in Barbara Krader, “Ethnomusicology,” in The New Grove Dictionary of Music and Musicians, ed. Stanley Sadie, 20 vols. , 6:275-82. The most comprehensive recent discussion of key issues in ethnomusicological research is Bruno Nettl, The Study of Ethnomusicology: Twenty-nine Issues and Concepts .2. See Johannes Fabian, Time and the Other: How Anthropology Makes Its Object , p. 43. Kofi Agawu teaches at Cornell University and is the author of Playing with Signs: A Semiotic Interpretation of Classic Music. (shrink)

This paper describes a model of how musicians make decisions about performing notated music. The model builds on psychological theories of decision-making and was developed from empirical studies of Western art music performance that aimed to identify intuitive and deliberate processes of decision-making, a distinction consistent with dual-process theories of cognition. The model proposes that the proportion of intuitive (Type 1) and deliberate (Type 2) decision-making processes changes with increasing expertise and conceptualizes this change as movement along a continually narrowing (...) upward spiral where the primary axis signifies principal decision-making type and the vertical axis marks level of expertise. The model is intended to have implications for the development of expertise as described in two main phases. The first is movement from a primarily intuitive approach in the early stages of learning toward greater deliberation as analytical techniques are applied during practice. The second phase occurs as deliberate decisions gradually become automatic (procedural), increasing the role of intuitive processes. As a performer examines more issues or reconsiders decisions, the spiral motion toward the deliberate side and back to the intuitive is repeated indefinitely. With increasing expertise, the spiral tightens to signify greater control over decision type selection. The model draws on existing theories, particularly Evans’ (2011) Intervention Model of dual-process theories, Cognitive Continuum Theory Hammond et al. (1987), Hammond (2007), Baylor’s (2001) U-shaped model for the development of intuition by level of expertise. By theorizing how musical decision-making operates over time and with increasing expertise, this model could be used as a framework for future research in music performance studies and performance science more generally. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.4 (2003) 73-84 [Access article in PDF] Music-Picture:One Form of Synthetic Art Education"Music-picture (a picture drawn through musical perception)" has been widely accepted by art educators in Japan. The purpose of this essay is to propose the making of music-pictures as art education and to put it on afirm theoretical base. I first investigate three gestalt rules: adjacency, continuance, and resemblance, all of (...) which are applicable to the senses of both seeing and hearing. Next I present research on color hearing as one version ofsynaesthesia, which is the comprehensive faculty that binds the five senses in various ways. The well-organized music-picture program by Kaoru Sasaki 1 is introduced as an example. 2 The synthetic art-educational value of music-picture will become clearer through these examinations. The Interrelations between Visual Arts and Music It is exciting that the visual arts meet music in an art class, even if these subjects are entirely different in regard to media, expressive form, the category of perception, and mastery of techniques. Put simply, Picasso's works are visible, whereas Stravinsky's pieces are invisible. Nevertheless, both powerfully convey imaginative and often narrative messages. Relying on intuition alone, I firmly believe both are interchangeable.My research on common methods of organizing both recorded music and painting was my first observation of the mutual relationship between music and visual arts. 3 But what I considered then would not be applied to art class directly because the research was based on my practical experience. It did not have any educational goals. Now I recognize that instructive approaches are necessary to lay the foundation for art classes dealing with interaction between two distinct modalities.In Japan, the Ministry of Education and Science provides the government curriculum guidelines nearly every ten years. It contains descriptions on two subjects: The visual arts and music taught in these classes are at an elementary school level and a junior high school level, both located within a compulsory education system. The new version has been in force since April 2002 (the new school term starts in April in Japan). Objectives in the two educational fields are similar and ideas of what art and music education ought to be are almost the same. The aim common to both in the government curriculum guidelines: "Through expression and appreciation, we [End Page 73] cultivate students' sentiments" invites the linking of music and the visual arts across the curriculum.Many art educators in Japan are interested in this sort of idea and have actually put it into practice. 4 They are engaged in interrelating or even unifying music and the visual arts. Additionally I know other teachers who have designed and proposed many ideas toward this crossover. Listed below are general ideas that seek to combine visual arts with music in an art class.1) Music-picture: to make a pictorial description of impressions received from music.2) Sound map: to make a map of sounds heard at a given location. Each sound is visualized by simple marks like - - -, <<<, ~~~, ooo, and xxx.3) Graphic notation: to write a score which directs the details, whole form, and progression of music by graphics instead of staff notation. Using onomatopoeias or instructions by words are common. It can be improvised, based on intuitively translating visual impacts into sounds.4) Sound toy: to make an original musical instrument of familiar easil obtained materials. For instance, a corrugated cardboard ukulele whose strings are rubber bands, a pair of maracas made of empty cans and soybeans, and so forth.5) Sound sculpture: to make sculpture producing interesting sounds (sometimes noises like creak or clatter). Extensive genres: wood sculpture, metal construction, assemblage (junk arts), kinetic arts, and so on.6) Sound installation: to make a place where participants experience sounds generated by objects or equipment.7) Multimedia: in the broad sense, to mix visuals with music; noises like jingle, tap, and bang! in daily life, or natural environmental sounds like a pit-a-pat of falling rain, a whisper of leaves, or... (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

This study explores the history of the Hagia Sophia Mosque and its religious music forms, with a particular focus on how these forms are applied in the newly reopened Hagia Sophia. All genres performed here are executed by imams and muezzins who are highly skilled in their fields, making it a model for both contemporary performers and future generations. The study examines the types of mosque music performed during the five daily prayers, Fridays, holy days, and religious holidays in Hagia (...) Sophia, which has functioned as a mosque since 2020.Analysis reveals that some of these forms are unique to Hagia Sophia in terms of both structure and execution, underscoring the importance of bringing them to light. To this end, extensive research, observation, recording, and notation processes were carried out to document these unique styles. The article provides detailed insights into the maqam (musical mode) dimensions, performance styles, timing, and duration of various mosque music forms, including Qur’ān Tilāwah, Adhān, Ṣalā/Ṣalawāt, Iqāmah, Ilāhī, Mawlid, Miʿrācīyah, Qaṣīdah, Istighfār, Tasbīḥ, and others. The distinct and improvised characteristics of certain forms are also discussed. Furthermore, specific to the Hagia Sophia Mosque, the article includes the notations of the Tasbīḥāt recited at the mihrab after the Fajr prayer on Fridays, Saturdays, and Sundays, as well as the notations of various Istighfār recited in different maqams collectively by the muezzins after each obligatory prayer. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:American Journal of Philology 122.3 (2001) 436-440 [Access article in PDF] M. L. West. Ancient Greek Music. 1992. Rpt., Oxford: Clarendon Press, 1994. 424 pp. Paper, $28.00. For many years, lamentably, classical scholarship lacked a good book in English on the subject of Greek music as a whole, in spite of the indisputable prominence mousike had in Greek culture. M. L. West's book has filled that gap admirably. It (...) is indeed, as its publisher claims, "clear, comprehensive, and authoritative.""Clear." It is as clear as humanly possible, given the incredible complexity of the topic. Alhough it "presupposes no special knowledge of music," I fear the average unmusical student of Greek culture will eventually be totally lost in the jungles of Greek terminology or swept away in a torrent of unfamiliar names. A similar fate awaits the nonclassical student of musicology. But West has done a superhuman job of explaining everything step by step, and readers who are dedicated and careful will be rewarded with a solid understanding of a very complicated subject."Comprehensive." There can be no doubt that the book is comprehensive. It would be almost impossible to find a topic that has been overlooked, or an [End Page 436] ancient author that has been slighted or misrepresented. There are chapters on music in Greek life, the voice, stringed instruments, wind and percussion, rhythm and tempo, scales and modes, melody and form, theory, notation and pitch, musical documents, and a historical synthesis (in two parts). The book ends with an epilogue on the place of Greek music "between Europe and Asia."Modern scholarship has been thoroughly canvassed. I did, however, note one serious omission. West does not refer to F. Kuttner and J. M. Barbour, The Theory of Classical Greek Music (Musurgia Records 1955), in the text or bibliography. This book has a recording that allows one to hear the various phenomena discussed, affording an enormous improvement over trying to guess what an interval of, say, 63 cents sounds like."Authoritative." This bold claim is largely justified, especially in areas of special expertise, such as rhythm and ancient poetry. Controversial issues are not evaded; and, after a judicious and thorough laying out of the evidence, West comes down with a magisterial conclusion. He is usually right.The topic that most classicists are likely to be interested in, especially if they are studying Plato or Aristotle, is the "modes" (harmoniai), which are supposed to have such moral power that it is appropriate for a legislator to promote some and ban others. Readers will have to wait for chapter 6 to learn what West thinks about this issue.With his characteristic thoroughness, West begins with the anatomy of the octave, then the anatomy of the fourth into genera, enharmonic, chromatic, and diatonic. He mentions an earlier "pentatonic trichord," which evolves into a four-note unit with the small interval divided into smaller units (conventionally called "quarter tones"). He then discusses the "fine tuning" represented by the shades (chroai) treated by the Pythagorean, Aristoxenian, and Ptolemaic theorists. The last group makes a distinction between the tunings of theory and those of the actual tunings used in practice by (contemporary?) musicians.He then discusses "ambitus" or the region of the normal tessitura, interpreting (convincingly) "slack" as referring to pieces of music largely confined to the lower register and "tense" as the opposite. A discussion of the scales described by the fifth-century theorist Damon follows, but they are not "modal" (in the Western sense of scales differentiated by varying patterns of large and small intervals).There follows a thorough canvas of the ancient literature to expound references to the various harmoniai and their alleged moral and psychological effects. One truth emerges: the harmoniai were not "fixed and unchanging.... Old ones were discarded, new ones grew" (184). Unfortunately, however, he reaches no decision as to what, exactly, these harmoniai were.Even after the consolidation of the scales into the "perfect immutable system" (a master scale, which has various scales, tonoi, with the ethnic epithets Dorian, Phrygian, and so on), we cannot recognize what is meant in modern theory... (shrink)

At the beginning of his career in the 1920s, Adorno sketched a plan to write a major work on the theory of musical reproduction, a task he returned to time and again throughout his career but never completed. The choice of the word reproduction as opposed to interpretation indicates a primary supposition: that there is a clearly defined musical text whose precision exceeds what is visible on the page, and that the performer has the responsibility to reproduce it (...) as accurately as possible, beyond simply playing what is written. This task, according to Adorno, requires a detailed understanding of all musical parameters in their historical context, and his reflections upon this task lead to a fundamental study of the nature of notation and musical sense. In the various notes and texts brought together in Towards a Theory of Musical Reproduction, one finds Adorno constantly circling around an irresolvable paradox: interpretation can only fail the work, yet only through it can musics true essence be captured. While he at times seems more definite in his pronouncement of a musical scores absolute value just as a book is read silently, not aloud his discourse repeatedly displays his inability to cling to that belief. It is this quality of uncertainty in his reflections that truly indicates the scope of the discourse and its continuing relevance to musical thought and practice today. (shrink)

Musical activities play an extremely important role in the holistic development of children. The aim of this study is therefore to investigate parents' views on the importance of a musically stimulating environment for the holistic development of toddlers with regard to gender, vocational training, additional music lessons, knowledge of notation and children's participation in a music kindergarten program. The research was conducted through a survey of a sample of 193 participants, parents of toddlers from Split-Dalmatia County. A questionnaire consisting (...) of two parts was created for the purpose of the research: Questionnaire on general data and parents' attitudes towards the importance of a musically stimulating environment for the holistic development of toddlers. The results of the study confirmed that gender and vocational training were not significant predictors of parental attitudes towards the importance of a musically stimulating environment for the holistic development of toddlers. Additional musical education by parents and knowledge of musical notation are significant predictors of some of the attitudes towards performing musical activities at home and attitudes towards music in general. The results of the study confirm that parents whose children attend the musical kindergarten program have a more positive attitude towards the importance of a musically stimulating environment for the holistic development of toddlers compared to parents whose children do not participate in such activities. The results show the importance of the quality of the organization of music kindergarten programs and greater involvement of children in such programs. (shrink)

'Eye hEar The Visual in Music' employs the concept of the visual in proximate relation to music, producing a tension: 'is it not the case that there is a gulf between painting and music, between the visible and the audible? One is full of colour and light yet silent; one is invisible and marvellously noisy.' Such a belief, this book argues, betrays an ideological constraint on music, desiccating it to sound, and art to vision. The starting point of this study (...) is more hybrid (and hydrating): that music is never employed without numerous and complex intersections with the visual. By involving the concept of synaesthesia, the book evokes music's multi-sensory nature, stops it from sounding alone, and offers music as a subject for art historians. Music bleeds into art and visuality, in its graphic depiction in notation, in the theatre of performance, its sights and sites. This book looks at music in its absolute guise as a model for art; at notation and the conductor as the silent visual fulcra around which music circulates; at the music and image of Erik Satie; at the concert hall as white cube; at the symphonic film '2001: A Space Odyssey'; and at the liminality of John Cage and Andy Warhol. (shrink)

Although Eco was deeply interested in music, his bibliography does not include a work entirely and exclusively dedicated to this theme. However, references to the problems of musical production, listening, interpretation and transmission are scattered in numerous essays, and are often implicitly or explicitly linked to the theoretical and compositional work of his friend and composer Luciano Berio, who in turn dialogued with the developments of Eco’s thought. This article reconstructs the intellectual relationship and friendship between Eco and Berio, (...) originated in the fifties at the Rai studios in Milan; then it examines the passages in Eco’s work dedicated to music, from The Open Work (1962) to Kant and the Platypus (1997). Finally, the article focuses on the controversies raised by the concept of open work, conceived by Eco starting from some musical works including Berio’s Sequenza I for solo flute (1958). With respect to the freedom left to the performer in the 1958 score, Berio’s rewriting in traditional notation in the Nineties seems to undermine at its roots the idea of openness which, according to Eco, distinguishes contemporary poetics. This circumstance provoked some musicological, philological and philosophical controversies, which allowed Eco (2012) to return to reflect on the concept of open work, specifying and clarifying the aesthetic conception underlying it. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)