LINGUIST 197M, SPRING 2018. CLASS 9.1 INTRODUCTION TO RHYTHM YU / LAMONT MARCH 27, 2018
2 REVIEW OF VOCAL TRACT LENGTH Review Question: Write down your inter-formant distance measurement and estimated vocal tract length on the board .
LINGUIST 197M, SPRING 2018. CLASS 8.1 3 NATURAL RESONANCES FOR SCHWA http://rstb.royalsocietypublishing.org/content/363/1493/965
LINGUIST 197M, SPRING 2018. CLASS 8.1 4 ESTIMATING YOUR VOCAL TRACT LENGTH! http://sail.usc.edu/~lgoldste/General_Phonetics/Source_Filter/SFb.html#VTL
LINGUIST 197M, SPRING 2018. CLASS 8.1 5 ESTIMATING YOUR VOCAL TRACT LENGTH! ▸ Record yourself producing a schwa-type vowel / ə /, and while continuing to phonate, slowly raise the jaw a bit to a higher vowel, then lower again to schwa. Now glide smoothly to an / ɛ /-type vowel (as in "head'), and back to schwa. http://www.ling197m.krisyu.org/media/textgrid_vid_tutorial.mp4 ▸ Create a textgrid. Examine the spectrogram of your recording, and select a moment in time for labeling where the formants appear to be fairly equally spaced in frequency. Measure the values of F1-F3 as in Part I and record their values in the textgrid. Calculate the F2-F1 and F3-F2 at this point. Take the average of these as the inter-formant distance. http://sail.usc.edu/~lgoldste/General_Phonetics/Week10/Formant_Analysis/index.html
LINGUIST 197M, SPRING 2018. CLASS 8.1 6 CLASS VOCAL TRACT LENGTH DISTRIBUTION! ▸ Let’s draw the distribution of vocal tract lengths together!
LINGUIST 197M, SPRING 2018. CLASS 8.1 7 CHARACTERIZING DISTRIBUTIONS ▸ Measure of central tendency ▸ Mean ▸ Median ▸ Measure of spread/variability ▸ Variance ▸ Standard deviation
8 INTRO TO RHYTHM
LINGUIST 197M, SPRING 2018. CLASS 8.1 9 STRONG BEATS http://daniellevitin.com/publicpage/books/this-is-your-brain-on-music/this-is-your-brain-on-music-the- songs-in-the-book/#
LINGUIST 197M, SPRING 2018. CLASS 8.1 10 WHAT IS RHYTHM? The systematic patterning of sound in terms of timing, accent and grouping Patel 2008: 96 ▸ a broad definition that allows us to talk about connections between rhythm in music and speech ▸ cf. Levitin’s narrower definition: "shave and a haircut, two bits" – (L)ong-(S)hort-S-L-rest-L-L – is a rhythm.
LINGUIST 197M, SPRING 2018. CLASS 8.1 11 REMEMBERING RHYTHMS
LINGUIST 197M, SPRING 2018. CLASS 8.1 12 THE BEAT ▸ In western music, and many, many other musical traditions (but not all!), there is an underlying beat or pulse to music, to which we can synchronize foot taps, or musical events. Demo: Listen to this melody and tap your foot in time. http://websrvr90va.audiovideoweb.com/va90web25003/companions/patel/MLB_3_1.WAV ▸ Even when drums or other percussion aren't making it obvious, the beat is there, as part of the performer's intention, and in how a listener perceives the musical piece. Is there a unique “correct” answer for the beat?
LINGUIST 197M, SPRING 2018. CLASS 8.1 13 A BOHEMIAN FOLK MELODY This is the melody of a children's song, indexed as melody K0016 in a database of Bohemian folk melodies...The melody was chosen because it is historically recent and follows familiar Western conventions, yet is unlikely to be familiar to most readers and is thus free of specific memory associations. It also illustrates basic aspects of rhythm in a simple form. Patel (2008: 99) websrvr90va.audiovideoweb.com/va90web25003/companions/patel/MLB_3_1.WAV
LINGUIST 197M, SPRING 2018. CLASS 8.1 14 PIANO ROLL NOTATION https://musiclab.chromeexperiments.com/Piano-Roll/
LINGUIST 197M, SPRING 2018. CLASS 8.1 15 POSSIBLE FUNCTIONS OF THE BEAT ▸ To synchronize dance ▸ To facilitate ensemble playing (music without a regular beat tends to be solo music). ▸ ?? ▸ This sort of synchronization of movement to beat is sometimes claimed to be species-specific (to humans!)… but see discussion in Patel 2008: 408-411…
LINGUIST 197M, SPRING 2018. CLASS 8.1 16 THE BEAT: TAKE 2 Demo: now try keeping a beat for these two passages Patel (2008: 101) ‣ http://websrvr90va.audiovideoweb.com/va90web25003/companions/patel/MLB_3_3.WA ‣ http://websrvr90va.audiovideoweb.com/va90web25003/companions/patel/MLB_3_4.WA What differences did you notice between the two examples? Were you able to keep a beat equally well?
LINGUIST 197M, SPRING 2018. CLASS 8.1 17 SNOWBALL AND FRIENDS https://youtu.be/cJOZp2ZftCw
LINGUIST 197M, SPRING 2018. CLASS 8.1 18 RONAN THE SEA LION https://youtu.be/6yS6qU_w3JQ See also https://doi.org/10.3389/fnins.2016.00274
LINGUIST 197M, SPRING 2018. CLASS 8.1 19 RHYTHM IN THE WILD https://doi.org/10.1016/j.cub.2017.06.035
LINGUIST 197M, SPRING 2018. CLASS 8.1 20 RHYTHM IN THE WILD: ELEPHANT SEALS https://youtu.be/uK8BbgTZAvs
LINGUIST 197M, SPRING 2018. CLASS 8.1 21 MUSIC THERAPY FOR PARKINSON’S https://youtu.be/3-wrNhyVTNE See also http://bit.ly/1L6DtYr
22 METER Why is it easy to tap twice as fast, or half as fast, as the beat you originally pick?
LINGUIST 197M, SPRING 2018. CLASS 8.1 23 METER How beats are grouped, and their relative prominence ▸ Meter is an abstract structural property of a musical piece. It's not the case that a particularly prominent musical event will be aligned with a prominent beat. ▸ Typically, beats are grouped into twos (or threes), with the first of of them being more prominent, or having an accent. ▸ These groups can be further grouped, with a greater accent again on the first. ▸ Time signatures are one way of notating meter
LINGUIST 197M, SPRING 2018. CLASS 8.1 24 THE METRICAL GRID FOR FOLK SONG DEMO websrvr90va.audiovideoweb.com/va90web25003/companions/patel/MLB_3_1.WAV
LINGUIST 197M, SPRING 2018. CLASS 8.1 25 THE METRICAL GRID ‣ The relative prominence, or degree of accent, of the beats, is shown in terms of the number of grid marks. ‣ This is a grouping into in 4, which would be termed 4/4 meter (the 4 beats are shown on the (1x) row / tier. The one beat has the highest level of prominence, and the three the next highest. 2 and 4 are less prominent. ‣ The spaces between the beats are divided into two (the 2x tier). These would be the eighth notes in standard musical notation, and if we divided these spaces into 4, we'd have 16th notes.
LINGUIST 197M, SPRING 2018. CLASS 8.1 26 BEATS AND SUB-BEATS: DRUM MACHINE https://youtu.be/GbnpXUI9RXU
LINGUIST 197M, SPRING 2018. CLASS 8.1 27 TIME IN THE HEAD Jig vs. reel: https://youtu.be/eo_AJQBxZ3c http://daniellevitin.com/publicpage/books/this-is-your-brain-on-music/this-is-your-brain-on-music-the- songs-in-the-book/#
LINGUIST 197M, SPRING 2018. CLASS 8.1 28 YOUR TURN: DRUM MACHINE https://musiclab.chromeexperiments.com/Rhythm/
LINGUIST 197M, SPRING 2018. CLASS 8.1 29 TEMPO AND EMOTION
LINGUIST 197M, SPRING 2018. CLASS 8.1 30 TEMPO AND EMOTION
LINGUIST 197M, SPRING 2018. CLASS 8.1 31 TEMPO AND EMOTION
32 NON-WESTERN RHYTHM
LINGUIST 197M, SPRING 2018. CLASS 8.1 33 TAAL https://en.wikipedia.org/wiki/Tala_(music)
LINGUIST 197M, SPRING 2018. CLASS 8.1 34 TAAL
LINGUIST 197M, SPRING 2018. CLASS 8.1 35 TAAL Tintal: https://youtu.be/RYm_mjrxquo Jhaaptal demo at 7 min. 40: https://youtu.be/g-TlqIQ17NU Clapping to Jhaaptal: https://youtu.be/c2Vabc-oep4 A vintage film song in Jhaptal (with English subtitles): https://youtu.be/51fb9R7AbXk
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