Melismatic singing Islamic communities as acoustic communities see end of p 3

Melismatic singing islamic communities as acoustic

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Melismatic singing Islamic communities as acoustic communities (see end of p. 3 in textbook) 4-5 sentence answers; be prepared to identify and elaborate on the following terms/concepts in 4-5 sentences: Muezzin (give a definition; write about who can be a muezzin, how one is taught the azan, etc) Azan as a communal endeavor (why is it a shared duty? Mention also the sawab/concept of merit) Listening: Textbook Track 1 “Call to Prayer”: identify the place of delivery (setting; where is the azan delivered/chanted?); texture; rhythmic aspect (non metrical or iqa based?); text setting (syllabic or melismatic?) WEEK 3 Topic: The Middle Eastern sound Know basic info about the following terms/concepts: Musical texture Monophony Ornamentation in Middle Eastern Music (how is it created?) Which Middle Eastern musical genres make use of harmony? Middle Eastern vocal timbre Chorus-Verse structure (know the difference between a chorus and a verse) 4-5 sentence answers: Heterophony (make sure you understand that it’s not only a matter of having two or more instruments playing the same melody, but each instrument playing the melody a little differently – with different ornaments) Taqasim (describe its musical features/sound; why is it important?) Listening:
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° Be able to identify the following instruments based on their sound: oud, mizmar, nay, qanun, tabla, riqq (revisit the listening examples in “Middle Eastern Sound Readings and Activities”) ° Be able to distinguish heterophony versus monophony in listening
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  • Spring '14
  • EkateriniAkarepi
  • Music, Islam

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