Music can be analysed by considering a variety of its elements, or parts (aspects, characteristics, features), individually or together. A commonly used list of the main elements includes pitch, timbre, texture, volume, duration, and form. The elements of music may be compared to the elements of art or design.
According to Howard Gardner, [1] there is little dispute about the principal constituent elements of music, though experts differ on their precise definitions. Harold Owen bases his list on the qualities of sound: pitch, timbre, intensity, and duration [2] while John Castellini excludes duration. [3] Gordon C. Bruner II follows the line of temporal-based deductions in association with musical composition, denoting music's primary components as "time, pitch, and texture." [4] Most definitions of music include a reference to sound [5] [6] [7] [8] and sound perception can be divided into six cognitive processes. They are: pitch, duration, loudness, timbre, sonic texture and spatial location. [9]
A 'parameter' is any element that can be manipulated (composed) separately from other elements or focused on separately in an educational context.[ citation needed ] Leonard B. Meyer compares distinguishing parameters within a culture by their different constraints to distinguishing independent parameters within music, such as melody, harmony, timbre, "etc." [10] The first person to apply the term parameter to music may have been Joseph Schillinger, though its relative popularity may be due to Werner Meyer-Eppler. [11] Gradation is gradual change within one parameter, or an overlapping of two blocks of sound.
Meyer lists melody, rhythm, timbre, harmony, "and the like" [12] as principal elements of music, while Narmour lists melody, harmony, rhythm, dynamics, tessitura, timbre, tempo, meter, texture, "and perhaps others". [13] According to McClellan, two things should be considered, the quality or state of an element and its change over time. [14] Alan P. Merriam [15] proposed a theoretical research model that assumes three aspects are always present in musical activity: concept, behaviour, and sound. Virgil Thomson [16] lists the "raw materials" of music in order of their supposed discovery: rhythm, melody, and harmony; including counterpoint and orchestration. Near the end of the twentieth century music scholarship began to give more attention to social and physical elements of music. [17] For example: performance, social, gender, dance, and theatre.
Does the definition of music determine its aspects, or does the combination of certain aspects determine the definition of music? For example, intensional definitions list aspects or elements that make up their subject.
Some definitions refer to music as a score, or a composition: [18] [7] [19] music can be read as well as heard, and a piece of music written but never played is a piece of music notwithstanding. According to Edward E. Gordon the process of reading music, at least for trained musicians, involves a process, called "inner hearing" or "audiation", where the music is heard in the mind as if it were being played. [20] This suggests that while sound is often considered a required aspect of music, it might not be.
Jean Molino [21] points out that "any element belonging to the total musical fact can be isolated, or taken as a strategic variable of musical production." Nattiez gives as examples Mauricio Kagel's Con Voce [with voice], where a masked trio silently mimes playing instruments. In this example sound, a common element, is excluded, while gesture, a less common element, is given primacy. However Nattiez goes on to say that despite special cases where sound is not immediately obvious (because it is heard in the mind): "sound is a minimal condition of the musical fact". [22]
There is disagreement about whether some aspects of music are universal, as well as whether the concept of music is universal. This debate often hinges on definitions. For instance, the fairly common assertion that "tonality" is a universal of all music may necessarily require an expansive definition of tonality. A pulse is sometimes taken as a universal, yet there exist solo vocal and instrumental genres with free and improvisational rhythm—no regular pulse [23] —one example being the alap section of an Indian classical music performance. Harwood questions whether a "cross-cultural musical universal" may be found in the music or in the making of music, including performance, hearing, conception, and education. [24]
One aspect that is important to bear in mind when examining multi-cultural associations is that an English-language word (i.e. the word "music"), not a universal concept, is the object of scrutiny. For this reason it is important to approach apparently equivalent words in other languages with caution. Based on the many disparate definitions that can be found just in English language dictionaries, [5] [18] [7] [8] ) it seems there is no agreement on what the word "music" means in English,[ original research? ] let alone determining a potentially equivalent word from another culture.
Kenneth Gourlay describes how, since different cultures include different elements in their definitions of music, dance, and related concepts, translation of the words for these activities may split or combine them, citing Nigerian musicologist Chinyere Nwachukwu's definition of the Igbo term "nkwa" [25] as an activity combining and/or requiring singing, playing musical instruments, and dancing. [26] He then concludes that there exists "nonuniversality of music and the universality of nonmusic".
Other terms used to discuss particular pieces include:
For a more comprehensive list of terms see: Outline of music
A definition of music endeavors to give an accurate and concise explanation of music's basic attributes or essential nature and it involves a process of defining what is meant by the term music. Many authorities have suggested definitions, but defining music turns out to be more difficult than might first be imagined, and there is ongoing debate. A number of explanations start with the notion of music as organized sound, but they also highlight that this is perhaps too broad a definition and cite examples of organized sound that are not defined as music, such as human speech and sounds found in both natural and industrial environments. The problem of defining music is further complicated by the influence of culture in music cognition.
The most general definition of music is the arrangement of sound to create some combination of form, harmony, melody, rhythm, or otherwise expressive content.However, definitions of music vary depending on culture, though it is an aspect of all human societies and a cultural universal. While scholars agree that music is defined by a few specific elements, there is no consensus on their precise definitions. The creation of music is commonly divided into musical composition, musical improvisation, and musical performance, though the topic itself extends into academic disciplines, criticism, philosophy, psychology, and therapeutic contexts. Music may be performed using a vast range of instruments, including the human voice to sing, and thus is often credited for its extreme versatility and opportunity for creativity.
Rhythm generally means a "movement marked by the regulated succession of strong and weak elements, or of opposite or different conditions". This general meaning of regular recurrence or pattern in time can apply to a wide variety of cyclical natural phenomena having a periodicity or frequency of anything from microseconds to several seconds ; to several minutes or hours, or, at the most extreme, even over many years.
A melody, also tune, voice or line, is a linear succession of musical tones that the listener perceives as a single entity. In its most literal sense, a melody is a combination of pitch and rhythm, while more figuratively, the term can include other musical elements such as tonal color. It is the foreground to the background accompaniment. A line or part need not be a foreground melody.
Musical composition can refer to an original piece or work of music, either vocal or instrumental, the structure of a musical piece or to the process of creating or writing a new piece of music. People who create new compositions are called composers. Composers of primarily songs are usually called songwriters; with songs, the person who writes lyrics for a song is the lyricist. In many cultures, including Western classical music, the act of composing typically includes the creation of music notation, such as a sheet music "score", which is then performed by the composer or by other musicians. In popular music and traditional music, songwriting may involve the creation of a basic outline of the song, called the lead sheet, which sets out the melody, lyrics and chord progression. In classical music, orchestration is typically done by the composer, but in musical theatre and in pop music, songwriters may hire an arranger to do the orchestration. In some cases, a pop or traditional songwriter may not use written notation at all and instead compose the song in their mind and then play, sing or record it from memory. In jazz and popular music, notable sound recordings by influential performers are given the weight that written or printed scores play in classical music.
Music theory is the study of the practices and possibilities of music. The Oxford Companion to Music describes three interrelated uses of the term "music theory": The first is the "rudiments", that are needed to understand music notation ; the second is learning scholars' views on music from antiquity to the present; the third is a sub-topic of musicology that "seeks to define processes and general principles in music". The musicological approach to theory differs from music analysis "in that it takes as its starting-point not the individual work or performance but the fundamental materials from which it is built."
Ethnomusicology is the multidisciplinary study of music in its cultural context, investigating social, cognitive, biological, comparative, and other dimensions involved other than sound. Ethnomusicologists study music as a reflection of culture and investigate the act of musicking through various immersive, observational, and analytical approaches drawn from other disciplines such as anthropology to understand a culture’s music. This discipline emerged from comparative musicology, initially focusing on non-Western music, but later expanded to embrace the study of any and all different kinds of music of the world.
Free jazz or Free Form in the early- to mid-1970s is a style of avant-garde jazz or an experimental approach to jazz improvisation that developed in the late 1950s and early 1960s when musicians attempted to change or break down jazz conventions, such as regular tempos, tones, and chord changes. Musicians during this period believed that the bebop and modal jazz that had been played before them was too limiting, and became preoccupied with creating something new. The term "free jazz" was drawn from the 1960 Ornette Coleman recording Free Jazz: A Collective Improvisation. Europeans tend to favor the term "free improvisation". Others have used "modern jazz", "creative music", and "art music".
Aleatoricmusic is music in which some element of the composition is left to chance, and/or some primary element of a composed work's realization is left to the determination of its performer(s). The term is most often associated with procedures in which the chance element involves a relatively limited number of possibilities.
Romani music is the music of the Romani people who have their origins in northern India but today live mostly in Europe.
Musical analysis is the study of musical structure in either compositions or performances. According to music theorist Ian Bent, music analysis "is the means of answering directly the question 'How does it work?'". The method employed to answer this question, and indeed exactly what is meant by the question, differs from analyst to analyst, and according to the purpose of the analysis. According to Bent, "its emergence as an approach and method can be traced back to the 1750s. However it existed as a scholarly tool, albeit an auxiliary one, from the Middle Ages onwards."
In music, ear training is the study and practice in which musicians learn various aural skills to detect and identify pitches, intervals, melody, chords, rhythms, solfeges, and other basic elements of music, solely by hearing. Someone who can identify pitch accurately without context is said to have "perfect pitch", while someone who can't perceive these qualities is said to be "tone deaf". The application of this skill is somewhat analogous to taking dictation in written/spoken language. As a process, ear training is in essence the inverse of reading music, which is the ability to decipher a musical piece by reading musical notation. Ear training is typically a component of formal musical training and is a fundamental, essential skill required in music schools and the mastery of music.
In music, a motif IPA: (/moʊˈtiːf/) or motive is a short musical idea, a salient recurring figure, musical fragment or succession of notes that has some special importance in or is characteristic of a composition. The motif is the smallest structural unit possessing thematic identity.
In music theory, a phrase is a unit of musical meter that has a complete musical sense of its own, built from figures, motifs, and cells, and combining to form melodies, periods and larger sections.
A phrase is a substantial musical thought, which ends with a musical punctuation called a cadence. Phrases are created in music through an interaction of melody, harmony, and rhythm.
In music, the term period refers to certain types of recurrence in small-scale formal structure. In twentieth-century music scholarship, the term is usually used as defined by the Oxford Companion to Music: "a period consists of two phrases, antecedent and consequent, each of which begins with the same basic motif." Earlier usage varied somewhat, but usually referred to similar notions of symmetry, recurrence, and closure. The concept of a musical period originates in comparisons between music structure and rhetoric at least as early as the 16th century.
The Implication-Realization (I-R) model of melodic expectation was developed by Eugene Narmour as an alternative to Schenkerian analysis centered less on music analysis and more on cognitive aspects of expectation. The model is one of the most significant modern theories of melodic expectation, going into great detail about how certain melodic structures arouse particular expectations.
Indeterminacy is a composing approach in which some aspects of a musical work are left open to chance or to the interpreter's free choice. John Cage, a pioneer of indeterminacy, defined it as "the ability of a piece to be performed in substantially different ways".
In music, "noise" has been variously described as unpitched, indeterminate, uncontrolled, convoluted, unmelodic, loud, otherwise unmusical, or unwanted sound, or simply as sound in general. The exact definition is often a matter of both cultural norms and personal tastes. Noise is an important component of the sound of the human voice and all musical instruments, particularly in unpitched percussion instruments and electric guitars. Electronic instruments create various colours of noise. Traditional uses of noise are unrestricted, using all the frequencies associated with pitch and timbre, such as the white noise component of a drum roll on a snare drum, or the transients present in the prefix of the sounds of some organ pipes.
Sources
