October lectures Flashcards

1
Q

three stages of ethnomusicology

A
  1. comparative
  2. anthropological
  3. crisis of representation
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2
Q

What is a total social fact?

A

the physical, behavioural, cognitive aspects of a human activity

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3
Q

Alan Merriam’s model of the total musical fact

A

concept/cognition —sound— behaviour

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4
Q

Wallin, Merker and Brown’s model of the total musical fact

A

Biology— culture

— cognition

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5
Q

emic

A

insider, culturally informed knowledhe

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6
Q

etic

A

outsider, observed knowledge

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7
Q

Flores vocal duets: when and how are they sung

A
  • mens songs are different from women’s; they sing separately
  • monogamous vocal partners, exclusive for life
  • for agricultural work and rituals
  • they have an understanding of the music and how it should sound
  • polyphonic
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8
Q

Flores vocal duets: the myth of the rice characteristics

A
  • performed four times a year according to the agricultural cycle
  • about sacrificing a girl as an offering for good crops
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9
Q

Are Flores vocal duets sung today?

A

No, tourism :(

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10
Q

The the myth of the rice features

A
  1. sing four times a year at night with dancing for 24 hours (lines up with agricultural cycle) and ritual continues the following day
  2. Girl was sacrificed
  3. They celebrate her to ensure good crops
  4. Sad
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11
Q

Ju’wasi Lion songs

A
  • humans and lions coexist and respect each other

- They sing a song in honour of the lions: repetition, imitation, and heterophony

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12
Q

Concepts from “The Old Way”

A
  • Music is a way of interacting with environment

- tool for empowerment and protection

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13
Q

Shamon

A

A person with access to the unseen world

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14
Q

animism

A

belief that the natural world is inhabited by soul spirits

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15
Q

Katajjaq sound (Northern Quebec)

A
  • rhyhmically staggered (interlocked) panting style
  • for time passing, to make people laugh
  • imitate different sounds (like animals, chainsaw)
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16
Q

Diffusionist explanation of separated cultures

A
  • Ainu, Chukchi, Inuit

- migration

17
Q

Pylogenic explanation of separated cultures

A
  • pygmies, bushmen

- genetic heritage

18
Q

Universalist explanation of separated cultures

A
  • Krk, Croatia, Flores

- human nature

19
Q

Characteristics of Flores culture

A
  • agricultural society
  • music for rice cultivation and festivals
  • gendered/monogamous duets
  • counterpoint, weaked pulsed rhythm, small intervals, scale unnamed
20
Q

Characteristics of Bushman culture

A
  • hunter-gatherer society
  • music to harness natures power
  • in groups
  • counterpoint, strongly pulsed songs
  • anhemitonic (no semitones)
21
Q

Moravian characteristics of culture

A
  • agricultural society
  • music for cultivation and festivals, socializing
  • group solo singing
  • monophonic texture
22
Q

Inuit characteristics of culture

A
  • hunter gatherer society
  • domestic music suitable to the north
  • duet singing
  • interlocking texture
  • cyclic and pulsed
  • unnamed scales
23
Q

Two most important things in History of Music in the past 500 years

A
  1. the spread of European music
  2. The survival of African musical principles (slave trade etc.)
  3. Sound recording
24
Q

diaspora

A

people having to leave their homeland

25
Q

Time line (African music)

A

repeating rhythm

26
Q

What is the difference between interweaving and interlocking

A

interweaving uses different sounding timbres (Jayden vs Jess) interlocking uses similar sounding timbres (Jayden vs. Madison)

27
Q

Supporting rhythms

A

drum rhythms that support the main line

28
Q

Inherent rhythms

A

Rhythms that can be heard even though not one person is playing it you just hear it in your head

29
Q

Agbekor characteristics

A
  • interwoven rhythms

- 12 subdivisions of the cycle

30
Q

isochronous

A
  • equal beats. (like 4|4 vs. 7|8)
31
Q

What kind of scale does the musical bow use?

A

anhemitonic pentatonic scale

32
Q

Features of African music

A

sound: cyclic structure with variations, layers of rhythm (interlocked, interwoven), inherent rhythms
concept: strong sense of pulsation, flexible approach to pitch, improvisation, importance of timbre
behaviour: give-and-take, community participation and dance, having your own sound