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musical material, or composition, as held in western classical High School Music music. Even High School Music when music is notated precisely, there are still many decisions that a performer has to make. The process of High School Music a performer deciding how to perform music that has been previously composed and notated is termed interpretation. Different performers' interpretations of the same music can vary widely. High School MusicComposers and song writers who present their own music are interpreting, just as High School Music much as those who perform the music of High School Music others or folk music. The High School Music standard body of choices and techniques present at a given time and a given place is referred High School Music to as High School Music performance practice, where as interpretation is generally used to mean either individual choices of a performer, or an aspect of music which is not clear, and therefore has a "standard" interpretation. In some musical genres, such as jazz and blues, even more freedom is given to the performer to engage in improvisation on a High School Music basic melodic, harmonic, or rhythmic framework. The greatest latitude is given to the performer in a style High School Music of performing called free improvisation, High School Music which is High School Music material that is spontaneously "thought of" (imagined) while being performed, not preconceived. According to the analysis of Georgiana Costescu,[citation needed] improvised music usually follows stylistic or genre conventions and even "fully composed" includes some freely chosen material. Composition does not always mean the use of notation, or High School Music the known sole authorship High School Music of High School Music one individual. Music High School Music can also be determined by describing a "process" which may create High School Music musical sounds; examples of this range from wind chimes, through computer programs which High School Music select High School Music sounds. Music which contains elements High School Music selected by chance is called Aleatoric music, and is associated High School Music with such composers High School Music as John Beach Boys Music Lyrics Cage, Morton Feldman, and Witold Lutoslawski. Musical composition is a term that describes the composition of a piece of High School Music music. Methods of composition vary widely from one composer to another, however in analysing music all forms � spontaneous, trained, or untrained � are built from elements comprising a musical piece. Music can be composed for High School Music repeated performance or it can be improvised: composed High School Music on High School Music the spot. The music can be High School Music performed entirely High School Music from memory, from a written systemHigh School Musicof musical High School Music notation, or High School Music some combination of both. Study of composition has traditionally been dominated by High School Music examination of methods and practice of Western classical music, but the definition of composition is broad enough Movie Music Lyrics to include spontaneously improvised works like those of free jazz performers and African drummers. What is High School Music important in understanding the composition of a High School Music piece High School Music is singling out its elements. An understanding of music's formal elements can beHigh School Musichelpful High School Music in High School Music deciphering exactly how aHigh School Musicpiece is constructed. A universal element of music is how sounds occur in time, which is referred toHigh School Musicas High School Music the rhythm of a piece of music. When a piece appears to have a changing time-feel, it is considered to be in rubato time, an Italian expression that High School Music indicates that the High School Music tempo of the piece High School Music changes to suit the expressive intent of the performer. High School Music Even random placement of random sounds, which occurs High School Music in musical montage, occurs High School Music within High School Music some kind of time, and thus employsHigh School Musictime as a musical element. Notation is the written expression of music notes and rhythms on paper High School Music using symbols. When music is written High School Music down, the pitches and rhythm of the High School Music music is High School Music notated, along with instructions on how to perform High School Music the music. The study of how to read notation involves music theory, harmony, the study of performance practice, and in some cases an understanding of historical performance Film Music Lyrics methods. Written notation High School Music varies with style and period of music. In Western Art music, the most common types of written notation are scores, which include all the music parts of an ensemble piece, and parts, which are the music notation for the High School Music individual performers or singers. In popular music, jazz, and blues, the standard musicalHigh School Musicnotation is the lead sheet, which notates the melody, chords, lyrics (if it is a vocal piece), and structure of the music. Scores and parts are also used in popular music and jazz, particularly in large High School Music ensembles such as jazz "big bands." In popular music, guitarists and electric High School Music bass players often read music notated in tablature, which indicates High School Music the location of High School Music the notes to be played on the instrument using High School Music a diagram of the guitar or High School Music bass fingerboard. Tabulature was also used in the Baroque era to notate music forHigh School Musicthe lute, a stringed, High School Music fretted instrument. Notated music is produced High School Music as sheet music. To perform music from notation requires an understanding High School Music of both the musical High School Music style and the performance practice that is associated with a piece of music or genre. Improvisation is the creation of spontaneous music. Improvisation is often considered an High School Music act of instantaneous composition by composers, where compositional techniques are employed with or without preparation. Music theory encompasses the nature and mechanics of music. It often involves identifying patterns that govern composers' techniques. In a more detailed sense, music theory (in the western High School Music system) also High School Music distills and analyzes the elements of music � High School Music rhythm, harmony (harmonic function), melody, structure, and texture. People who study High School Music these properties are known as music High School Music theorists. The field of music High School Music cognition involves the study of High School Music many aspects of High School Music music including how it is processed by listeners. Rather than accepting High School Music the standard practices of analyzing, composing, and performing music as a given, much High School Music research in music cognition seeks instead to uncover the mental processes thatHigh School Musicunderlie these High School Music practices. Also, research in the field seeks to uncover commonalities between the High School Music musical traditions of disparate cultures and possible cognitive "constraints" that limit these musical systems. Questions regarding musical innateness, and emotional responses to music are also major areas of research in the field. Deaf people can experience music by feeling the vibrations in their body, a process which can High School Music be enhanced if the individual holds a resonant, hollow object. A High School Music well-known High School Music deaf musician is the High School Music composer High School Music Ludwig van Beethoven, who composed many famous works even after he had completely lost his hearing. Recent examples of deaf musicians include Evelyn Glennie, a highly acclaimed percussionist who has been deaf since age twelve, High School Music and Chris Buck, a virtuoso violinist who High School Music has lost his hearing. This is relevant because it indicates that music is a deeper cognitive process than unexamined phrases such as, "pleasing to the ear" would High School Music suggest. Much research in musicHigh School Musiccognition seeks High School Music to High School Music uncover these complex mental processes involved in listening to High School Music music, which may seem intuitively simple, yet are vastly intricate High School Music and complex.The music that composers make can be heard through several media; the most traditional way is to hear it live, in the presence, or as one of the musicians. Live music can also be broadcast over the High School Music radio, television or the internet. Some musical High School Music styles focus on producing a sound for a performance, while others focus on High School Music producing a recording which mixes together sounds High School Music which were never played "live". Recording, even of styles which are essentially live, often uses the ability to edit and splice to High School Music produce High School Music recordings which are considered High School Music better than the actual performance. As talking pictures emerged in the early 20th century, with their prerecorded musical tracks, an increasing number of moviehouse orchestra musicians found themselves out of work.[6] During the 1920s live musical performances by orchestras, pianists, and theater High School Music organists were common at first-run theaters[7] With the coming of the talking motion pictures, those featured performances were largely eliminated. The AFM took out newspaper advertisements protesting the replacement of High School Music live musicians with mechanicalHigh School Musicplaying devices. One 1929 ad that appeared in the Pittsburgh Press features High School Music an image of a can labeled "Canned Music / Big Noise Brand / Guaranteed to Produce No High School Music Intellectual or Emotional Reaction Whatever" Since legislation introduced to help protect performers, composers, publishers and producers, including the Audio Home Recording Act of 1992 in the United States, and High School Music the 1979 revised Berne Convention for the Protection of Literary High School Music and Artistic Works in the United Kingdom, recordings and live performances have also become more accessible through computers, devices and internet in a form that is commonly known as music-on-demand. In many cultures, there High School Music is less High School Music distinction between performing and listening to music, since virtually everyone is involved in some sort of musical activity, often communal. In industrialised countries, listening to music through a High School Music recorded form, such as sound recording or watching a music video, became more common than experiencing live performance, roughly in the middle of the 20th century. Sometimes, live performances incorporate prerecorded sounds. For example, a DJ uses disc records for scratching, Virgin Music and some 20th-century works have a solo for an instrument or voice that is High School Music performed along with music that is prerecorded High School Music onto a tape. High School Music Computers and many keyboards can be programmed to produce and play MIDI music. Audiences can also become performers by participating in Karaoke, an activity of Japanese origin which centres around a device Free Downloadable Gospel Music that plays High School Music voice-eliminated versions of well-known songs. Most High School Music karaoke machines also have video screens that show High School Music lyrics to songs being performed; performers High School Music can follow the lyrics as they sing over the instrumental tracks. The adventHigh School Musicof High School Music the Internet has transformed the experience of music, partly through the increased ease of access to music and the increased choice. High School Music Chris Anderson, in his book The Long Tail: Why the future of business is High School Music selling less of more, suggests that while the economic model of supply and demand describes scarcity, the Internet retail model is based on abundance. High School Music Digital storage costs are low, so a company can afford to make its whole inventory available online, giving customers as much choice as possible. It High School Music has thus become economically viable to offer products that High School Music very few people are interested in. Consumers' growing awareness of their High School Music increased choice results in a closer association between listening tastes and social identity, High School Music and the High School Music creation of thousands of niche markets. Another effect of the Internet arises with online communities like Youtube and Myspace. Myspace has made social networking with other musicians easier, and greatly facilitates the distribution High School Music of one's music. Youtube also has a large community of both amateur and professional musicians who post videos and comments. Professional musicians also use Youtube as a free publisher of promotional material. Youtube users, for example, no longer only download and High School Music listen High School Music to mp3s, but also actively create their own. According to Tapscott and Williams, there High School Music has been a shift from Kiss Music Lyrics a traditional consumer High School Music role to what they call a "prosumer" role, a consumer who both creates High School Music and consumes. Manifestations of this High School Music in music High School Music include the production of mashes, remixes, and High School Music music videos by fans.High School Music |