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Kortfattet vejledning i satsarbejde i klassisk stil.
Det er især på det stemmeføringsmæssige område at den klassiske stil adskiller sig fra den rytmiske. Ved stemmeføring forstås de enkelte stemmers bevægelse fra akkord til akkord. Gennem en århundredetårig lang tradition har der efterhånden udviklet sig visse fastlagte principper, og regler, som bør overholdes. Når vi i det følgende skal arbejde med korarrangementer i klassisk stil, vil vi tage udgangspunkt i melodier med en opgiven becifring, sådan som de optræder i de fleste moderne sangbøger. Vi vil således kun beskæftige os med harmonisering i de tilfælde, hvor forlægget er utilstrækkeligt harmoniseret. Vi arbejder udfra arrangementer bestående af 4 samtidige stemmer, sopran, alt, tenor og bas. Disse har omtrent følgende omfang: Sopran Alt Tenor Bas
Fig. 1

Disse angivelser skal opfattes som vejledende, idet der kan forekomme tilfælde, hvor det godt kan forsvares at lade andre grænser være normen.

Stemmernes bevægelse

En af de mest iøjefaldende forskelle på satsarbejde i rytmisk og klassisk stil er stemmernes bevægelse i forhold til hinanden. Hvor vi i den rytmiske stil i høj grad tilstræber parallelbevægelse mellem 2 eller flere stemmer, er det i den klassiske stil kun tilladt, hvis der ikke er tale om primer (énklang), kvinter eller oktaver. I den klassiske stil er der derimod et udpræget ønske om at tilstræbe modbevægelse i satsen, specielt mellem sopran og bas. Mellem 2 eller flere stemmer kan der forekomme 3 slags bevægelse: 1) Ligebevægelse (herunder parallelbevægelse), hvor stemmerne bevæger sig i samme retning. 2) Sidebevægelse, hvor den ene af stemmerne bevæger sig, mens den anden ligger stille. 3) Modbevægelse, hvor stemmerne bevæger sig i hver sin retning.

Fig. 2

Find eksempler på de 3 bevægelsesmåder.

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Akkorderne i en sats kan placeres på 2 måder: 1) Tæt beliggenhed, hvor de 3 øverste toner i akkorden ligger tættest muligt på hinanden og 2) Spredt beliggenhed, hvor tonerne er fjernet fra hinanden, således at der kan indsættes én eller evt. flere akkordtoner mellem dem.
Fig. 3a Fig. 3b Fig. 3c Fig. 3d

Stemmernes beliggenhed

Tæt og spredt stilling.

Et overordnet princip med hensyn til stemmernes bevægelse er, at de skal bevæge sig den kortest mulige vej mellem akkorderne. Store spring i mellemstemmerne skal undgås. På den måde kan det være hensigtsmæssigt at skifte mellem spredt og tæt beliggenhed, hvis melodien f.ex. foretager et større spring eller hvis det vil betyde en bedre stemmeføring. I fig. 4 er den samme melodi udsat på to forskellige måder, a - med skift mellem tæt og spredt stilling og b - udelukkende i tæt stilling. 4 a er at foretrække p.g.a. en bedre stemmeføring i mellemstemmerne. Skift mellem tæt og spredt stilling formidles i øvrigt ofte gennem brug af sekstakkorder, som det ses i fig. 4 a.
Fig. 4a

Skift mellem spredt og tæt stilling

Fig. 4b

Tæt stilling.

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Gennemgang af akkorder - deres funktion, fordoblinger og stemmeføring.

Det akkordmateriale som danner udgangspunkt for korarrangementerne, er de treklange, som er bygget op på skalaens trin i den aktuelle toneart (fig.5). Moduleres der indenfor en melodi, bliver akkordmaterialet ændret til den nye tonearts akkorder.

Fig. 5

Treklangene kan ligge med forskellige toner i bassen. En akkord med grundtonen i bassen benævnes grundakkord, med tertsen i bassen en sekstakkord. For det meste er det kun dominantakkorden der kan forekomme med kvinten i bassen - den benævnes da dominant - kvartsekstakkord. Denne akkord vil blive beskrevet senere. For disse forskellige akkorder findes der regler og konventioner med hensyn til hvilke toner der må fordobles, og hvordan de enkelte stemmer bør bevæge sig i forhold til hinanden.

Grundakkorder.

En grundakkord er en akkord med grundtonen som den dybeste tone. Som treklang vil den stort set altid fordoble grundtonen. Der kan dog forekomme situationer hvor man af tungere vejende hensyn, må vælge at fordoble tertsen eller kvinten. Tungere vejende hensyn er hensynet til en god stemmeføring - d.v.s. at undgå store eller akavet spring, at undgå prim, kvint eller oktavparalleller og at tilstræbe modbevægelse.

Sekstakkorden

Sekstakkorder kaldes de akkorder, der har tertsen, som den dybeste tone. Navnet sekstakkord henviser til intervallet mellem bastonen (tertsen) og op til grundtonen, som jo netop er en sekst. Den skrives med et 3-tal under funktionstegnet. For sekstakkorderne gælder det, at man skal tilstræbe at fordoble den tone som også er sopranens, hvilket i de fleste tilfælde er ensbetydende med grundtonen eller kvinten. I lidt sjældnere tilfælde kan sekstakkorden optræde med tertsen i melodien og dermed altså tertsfordoblet (fig 6b), men da kun hvis akkorden bliver en del af et modbevægelsesfoløb mellem sopran og bas. Sekstakkorder benyttes dels for at skabe variation hvor der er akkordgentagelser, og dels for at lave en bedre stemmeføring, jvf. fig. 4a
Fig. 6a Fig. 6b Fig. 6c

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Opgaver

Lav alt-, tenor- og basstemmerne, og benyt den harmonisering, der er angivet.

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Dominantseptimakkorder

En septimakkord med lille septim vil altid have funktion af dominant, og vil altid opløse sig til en efterfølgende tonika. Selve septimtonen er en såkaldt dissonans, fordi den skaber et spændingsforhold i akkorden, og for dissonanser gælder særlige stemmeføringsregler. Dissonansen skal forberedes, d.v.s. den skal ligge over fra den foregående akkord, eller den skal indføres trinvist, enten nedad eller opad. Dette gælder dog ikke hvis septimen ligger i bassen. Herom senere.
Fig. 7a Fig. 7b

Hvis septimtonen bliver tilføjet en treklang - eller ved omlægning af septimakkorden, d.v.s. stemmerne “bytter” akkordtoner, kan man dog godt springe til septimen. Omlægges en septimakkord bør tertsen dog ikke springe til septimen, da dette interval (formindsket kvint - også kaldet tritonus) ikke er særlig sangbart.
Fig. 8a Fig. 8b Fig. 8c Fig. 8d

Hvad angår opløsningen af dominantseptimakkorden gælder følgende: Dissonanstoner (i dette tilfælde septimen) skal altid opløses trinvist nedad. For septimens vedkommende bliver det altså til den efterfølgende tonikas terts. Tertsen i septimakkorden skal, hvis den befinder sig i en af yderstemmerne, altid opløses opad til tonikas grundtone. Grundtonen, tertsen eller kvinten i septimakkorden kan udelades i tilfælde, hvor en bedre stemmeføring taler herfor. Mest almindeligt er det dog at udelade kvinten og i stedet fordoble grundtonen. Grundtonen er den eneste tone, det kan komme på tale at fordoble.

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Alle fire toner i akkorden kan optræde som bastoner: a) Grundtonen kan der springes til og fra. b) Tertsen indføres enten trinvist opad eller nedad, og videreføres trinvist opad. c) Kvinten indføres og videreføres enten trinvist opad eller nedad. d) Septimen kan indføres trinvist, springende eller overliggende fra den forgående akkord (forberedt), men videreføres altid trinvist nedad.
Fig. 9a Fig. 9b Fig. 9c Fig. 9d

Septimakkorden med kvinten i bassen (fig. 9c) er ikke særlig almindelig. Ofte vil der i stedet for være tale om en ufuldkommen dominant, når der i becifringen fordres en dominantseptimakkord med kvinten i bassen.

Ufuldkommen dominant

Den ufuldkomne dominant er en treklang bygget op på skalaens 7. trin i hovedtonearten, altså en formindsket treklang, i becifringssprog en treklangs-dimakkord. De tre toner svarer også til overbygningen på en dominantseptimakkord - derfor kan vi vælge at tolke akkorden som en dominantseptimakkord uden grundtone. Mod forventning skal denne akkord imidlertid ikke behandles som en septimakkord i stemmeføringsmæssig forstand. Kvinten eller septimen (udfra den grundtone, som ikke er til stede) kan fordobles, aldrig tertsen, da den er ledetone. Det er bedst, hvis sopranens tone kan fordobles. Septimen opløses ikke nedad, men fortrinsvis opad. Dog, hvis det er septimen som fordobles, opløses den ene nedad, den anden opad. Den ufuldkomne dominant har altid kvinten i bassen. I becifringsmæssig forstand kan den tolkes enten som en 7´erakkord med kvinten i bassen, en dimakkord, en m6-akkord eller evt. en m(b5). Som tidligere nævnt er en dominantseptimakkord med kvinten i bassen sjælden i brug, hvorfor det i virkeligheden ofte er en ufuldkommen dominant, der skal bruges.
Fig. 10a Fig. 10b Fig. 10c

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Dominant-kvartsekstakkord.

Dominant-kvartsekstakkorden bruges i periodeslutninger for at understrege og styrke den dominantiske fornemmelse umiddelbart inden den afsluttende tonika, herved bliver afspændingen til tonika mere virkningsfuld. Tonerne i akkorden svarer til tonikas toner, blot med kvinten i bassen hvorved den altså får dominantisk funktion. I stedet for et harmonisk forløb med tonika - dominant tonika, kan man altså forstærke dominantfornemmelsen ved at harmonisere dominantkvartsekst dominant - tonika. Akkorden bliver altid opløst til en dominant - grundakkord.
Fig. 11a Fig. 11b

Dominantkvartsekstakkorden fordobler altid kun grundtonen. Kvarten skal altid opløses trinvist nedad til den efterfølgende akkords terts, seksten bliver for det meste også opløst nedad - til kvinten (fig. 11a), men kan dog gå op til septimen i den efterfølgende dominant (fig. 11b). Som becifring vil den være angivet som en treklang på I - trin med kvinten i bassen, f.ex C/g.

Dominant - kvartkvintakkord.

Dominant - kvartkvintakkorden er på samme måde som kvartsekstakkorden en forstærkning af den dominantiske fornemmelse i periodeslutninger. I becifring kaldes akkorden for en sus-akkord. Den består af grundtone, kvart og kvint - d.v.s. der er tale om et sekundsammenstød mellem kvarten og kvinten. Denne dissonans skal altid opløses ved, at kvinten bliver liggende og kvarten bliver til terts i den efterfølgende dominantakkord. Grundtonen fordobles. Kvarten skal forberedes ved at ligge over fra den forgående akkord.
Fig. 12a Fig. 12b Fig. 12c

Dominant kvart-sekstakkorden og dominant kvart-kvintakkorden kaldes forudholds-akkorder d.v.s. akkorder hvor - forenklet udtrykt - én eller flere toner midlertidigt er ændret, eller først forsinket finder deres plads i akkorden.

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Subdominant med tilføjet sekst og ufuldkommen subdominant.

I en subdominant med tilføjet sekst finder vi det samme sekundsammenstød som i dominant – kvartkvintakkorden. Dette forhold bevirker bl.a. at man i nogle periodeslutninger frit kan vælge, om man vil lave en dominant - kvartkvintakkord eller en subdominant med sekst. Akkorden vil ofte være efterfulgt af en dominantakkord, men ikke nødvendigvis den sidste dominant inden afslutningstonikaen. Akkorden optræder oftere “indenfor” satsen (d.v.s. ikke kun i slutninger) end kvartsekstakkorden og kvartkvintakkorden. Kvinten i S6-akkorden skal altid være forberedt fra den forgående akkord, og altid opløses nedad til tertsen i den efterfølgende dominant. Hvis dette ikke kan lade sig gøre vælges en ufuldkommen subdominant, som er en S6 uden kvint. Akkorden skrives: S. En ufuldkommen subdominant fordobler grundtonen. I mol skal man være opmærksom på, at seksten er den store sekst, som vi finder den i den melodiske molskala (se side 31) I becifringssprog benævnes den m6, og er en IV - trinsakkord med grundtonen i bassen.
Fig. 13a Fig. 13b Fig. 13b

Noneforudhold og septimforudhold.

Noneakkorden og septimakkorden med den store septim kan bruges som forudholdsakkorder. Begge akkorder er firklange oftest med grundtonen i bassen. Man skal være opmærksom på, at noneakkorden ikke, som i becifringssystemet, er en femklang hvor den lille septim er underforstået, men altså en firklang uden septim. For begge akkorders vedkommende gælder det, at dissonanstonen (nonen eller septimen) helst skal være forberedt, og skal opløses nedad. Noneakkorden vil som becifring være angivet som en 9´ er - akkord, den store septimakkord som en maj 7 - akkord.
Fig. 14a Fig. 14b Fig. 14c

I nyere melodier med mere avanceret harmonik kan både noneakkorden og den store septimakkord optræde som selvstændige akkorder uden forudholdsfunktion. I disse tilfælde bortfalder kravet om forberedelse og korrekt opløsning.

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Akkordfremmede toner.

Becifringsangivelserne til de melodier man møder i de gængse sangbøger, må siges at være beregnet til udførelse på et instrument som f.eks. klaver eller guitar. Når der udfra dette forlæg skal skrives et korarrangement, bliver becifringerne derfor ofte mangelfulde, hvis alle stemmer i koret synger melodiens rytme. Dette hænger sammen med, at man i koret ”anslår” en akkord hver gang der synges en stavelse, modsat en udførelse på klaver eller guitar, hvor man kan lade de enkelte akkorder anslå på bestemte slag i takten, og imellem disse slag kan melodien frit kredse omkring et hvilket som helst udvalg af toner, uden at det føles mangelfuldt eller dissonerende. De første fire takter af “Nu titte til hinanden” ser således ud i flere sangbøger:
Fig. 15

Spillet i gængs klassisk brugsklaverstil udfra disse akkorder, vil satsen sandsynligvis se ud i retning af dette:
Fig 16

Akkorderne anslås på 1 og 2 i takten og imellem disse slag bevæger melodien sig frit. Klaversatsen direkte overført til kor ville se således ud:
Fig. 17

9

Akkorderne på 2. og 4. tone i første takt ville imidlertid være ganske utilfredsstillende at lytte til, fordi tertsen er forsvundet uden videre. Der kan være to måder at løse problemet på: Enten ved at harmonisere de pågældende toner, eller ved at lade en af de andre stemmer følge melodien parallelt uden egentlig akkordskift. Skal de akkordfremmede toner harmoniseres, vil det kunne se således ud, idet vi samtidig benytter lejligheden til at skabe modbevægelse mellem 2. og 3. takt ved at skifte fra tæt til spredt stilling:
Fig. 18

Spørgsmålet er imidlertid, om ikke der bliver for mange akkordskift. Fornemmelsen af at hele første og anden takt skal opleves som værende tonika, forsvinder - bliver i hvert fald forstyrret. Den anden måde at løse problemet på vil som sagt være at lade en af de andre stemmer følge melodien parallelt, hvilket vil give et bedre resultat.
Fig. 19

Akkorder som disse (?), kaldes gennemgangsakkorder eller accidentale akkorder. De akkordfremmede toner kan altså behandles på 3 måder: 1) Uden at ændre på de underliggende stemmer. 2) Ved at harmonisere de akkordfremmede toner. 3) Ved at ændre på en enkelt eller to af de øvrige stemmer, og dermed skabe en gennemgangsakkord.

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Havet omkring Danmark.
Musik: Carl Nielsen Tekst: L.C Nielsen

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Se, det summer af sol over engen.
Musik: Stephen Forster. Tekst: Holger Drachmann

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Lav en korsats udfra en klaversats. Lad korsatsen følge klaversatsen så nøjagtigt som muligt, d.v.s. bl.a. med forskudte indsatser. Lav den 3 stemmig, evt. for lige stemmer (enten herrer eller damer). De enkelte stemmer skal hver for sig synge meningsfulde sætninger. Ikke noget med f.eks. ”I skyg van lys strå” For at få teksten til at passe, kan det være nødvendigt at lave tonegentagelser. F.eks kan man lade Bas og Alt synge med på hele teksten i ”Sankt hans urt vi sanke, hvor blomsterne stå” og derved må man lave nogle halvnoder om til fjerdedelsnoder.

I skyggen vi vanke.
Musik: Th. Laub Tekst: Adam Oehlenschläger

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...Shuang Cen Nichole Poss Music 226 01-28-2012 Backyard Ethnomusicology If we observe meticulously what are happening in such small towns like Ashland, then lots of things are spring-like spewing out, of which, the creativity always goes along with cultural diversity. And it makes this small town forgotten by God more and more dynamistic and attractive. Among these new things happened in Ashland, different kinds of cultural music show an important position since there are more and more foreigners studying and working here, whose cultures are totally different from the traditional cultural in local. Without a doubt, music is one of significant aspect in their cultural life, which may includes holiday celebrations, religious beliefs and gathering activities, etc. The first experience is from my own country, China. As our student planer noticed, January22 is Chinese New Year; we call it the Spring Festival generally, since this is the beginning of spring. In recent twenty to thirty years, most Chinese families always get together for a family reunion dinner, and then watch the Spring Festival Gala held by China Central Television. In this year’s gala we watched last Saturday morning which was broadcast live, there was a very creative show performed by two young musicians, Leehom Wong and Yundi Li. The instruments they used were two pianos; they played a very famous Chinese folk music, Widely Dancing by Golden Snake. This piece of music usually was performed y Chinese traditional...

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...CEL 2103 WRITING ACADEMIC TEXTS MINI WRITING PORTFOLIO 1 FINAL DRAFT Cause and Effect Essay Topic: Music and the Human Brain Title: The Cause and Effect of Music on the Human Brain Introductory Paragraph: The definition of music varies to people, some call it art, some see it as the voice of one’s soul. The dictionary defines it as a pattern of sounds made by musical instruments, voices, or computers, or a combination of these. Music has many genres, ranging from instrumental to pop. Despite the variety, music’s whole purpose is to give pleasure for its listeners. The listeners of music might not notice, but subconsciously, music causes and affects one’s character. Music have some enchantment, an empowerment somehow on the human’s soul and it is almost inevitable to resist it. The causes that contributes to the change in human’s cognitive state are the lyrical content, the rhythm and the dynamics of music, which would affect one’s emotions, learning and memory, also their ability to perceive time. Body Paragraph 1: There are three main components that cause change in the human mind which are the lyrical content, the rhythm and the dynamics of music. First and foremost, the lyrical content have the ability to influence an individual through its explicit lyrics. Usually, heavy metal and rap music would contain drug abuse, violence, and sexual references; thus, themes of rebellion, alienation and vengeance are present in certain songs. Some songs contain...

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...Silva Music is incredibly important to this story. In fact, the story has been called "the best verbal description of transcendent musical experience" by a noted musician and ethnomusicologist. In what ways does music figure in the story? Why is it important that Sonny wants to be a musician? How good a musician is he? Discuss the importance of the fact that both Sonny and his dead uncle are/were musicians. Finally, look very closely at the last two pages of the story and discuss what happens when the narrator really listens to his brother play. What understanding does the narrator come to--and how is that understanding related to the story as a whole? Title In the field of psychology there has been an idea that claims that music has a healing power on individuals. In correlation with this belief there is also proof at the biologically level t that music can reduce heart rate, blood pressure, and cortisol levels, as well to provided emotional healing (Friedman 1). In the story “Sonny’s Blues” by James Baldwin, is a story shows the importance music plays in the life of people (Bausch 37). “Sonny's Blues” is a story about a young Jazz musician in the city of Harlem, NY. The story shows a character named Sonny and the healing power music has on him as it helps him deal with his suffering such as: drug addiction, growing up in poverty, and limited opportunities in life. Music was Sonny’s source of healing. In this paper we will examine the reasons why music meant so much...

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...be very boring since I am particularly not a fan of classical music. I thought I was going to sit in my chair the whole time and not pay attention to the music being played. As soon as the music started, the orchestra had my full attention. The first song played was, “Piano concerto No.3 in C Minor 37” by Ludwig Van Beethoven. When it first starts off it sounds like to armies making their way to the battlefield. It also gave of the feel of being inside of a battle movie. Of course this piece of music had no vocals to it, but how the violins were being played; I thought that they were singing. As soon as Sandra Rivers started her piece on the piano I was instantly amazed. Her fingers moved so swiftly while she started playing, while the rest of the orchestra slowly began to join in behind her. The tempo of this piece I would say started with andante and worked its way up to allegro. It was also played in a duple meter. I believe this piece was also played in major keys. Throughout the song the volume of the music began to grow which is called crescendo. This piece of music was also played in rondo form. The last work that was played was, “Carmen Suite No.1” by George Bizet. Once this piece of work started, I felt as if it put you in the middle of a confrontation between two different sides. This piece had several movements as it went along. The next movement, I began to feel like they orchestra was playing music from early Egypt or India once the tambourine came in to play...

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...Music is all I’ve ever known. Ever since I was in diapers, all I can remember is hearing and seeing my family play and dance to Latin music. It’s something that I grew very fond of as I got older. Being raised in a rough neighborhood was very hard at times. I thanked god every day for the family I had. They would support me with every decision I ever made, especially with music. Music became my escape from the troubles we faced living in our neighborhood; it played a very important role in my family. Everyone in my family had learned to play a few instruments and in every family party we had, they would show us their talents. Those memories were probably the best ones of my childhood. Although I never really learned how to play any instruments, I became the dancer of my family. I was amazed by all of the different types of dance forms in our Latin American culture. I started taking dance lessons for a few years and taught dance myself for quite some time. Once I got to college that stopped for me. I had different priorities. Between working, paying rent, bills, and tuition, I had no time to do what I loved anymore. I decided to take a music class last year in the Puerto Rican and Latino Studies department at Brooklyn College. It really took me back to all of those childhood memories. It was an amazing class and I learned so much about my Latin roots. That was what led me to my decision in taking this class. The reason I want to do my final project on Latin American...

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...woman (Mary) appears kinder. Giotto’s Madonna is more modest. The woman (Mary) is covered up and appears hardened. 3. Describe at least three Renaissance “values.” Renaissance values are: Humanism: Learning was valued and art was inspired by ancient Greece. Individualism: People wanted to be recognized for who they were and the work (art/music) they created. Secularism: The people believed that the church shouldn’t have so much control over their affairs. 4. How did music fit into the life of an average person? Music was an important part of everyone’s life including the average people. Almost everyone know how to play an instrument. 5. How did the invention of the printing press impact the culture of the Renaissance? The printing press made it easier to record works. They were able to print books which encouraged learning. 6. How did humanism affect the role of the church in society? Humanism made it where the church didn’t have a role in their political or social affairs. 7. What objections about music were voiced by the Council of Trent, and what rules did they finally put forth regarding sacred music? The council demanded that polyphonic masses should be kept in Catholic worship. 8. What is declamation? Declamation is reciting. 9. What is imitative polyphony? Imitative polyphony is where a melody from a voice or instrument is played and then repeated immediately after. 10. Why...

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...! ! ! ! There's so much technology and physicality to music – its a human thing. I'm blessed to have been born into an era where everything started evolving and I'm yet to see everything that does anything. Virtual machines that are able to manipulate our thoughts and inspire us to come up with new inventions everyday. Worlds greatest composers such as J S Bach , L V Beethoven, Mozart relied on the simplest system to compose the worlds greatest music from which the musicians in this era are inspired and influenced by. Even though a pencil and a paper was a bliss, musicians around the world today doesn't rely on it anymore. Ever since the birth of the computers the music industry has taken its strings to another level. Hollywood composers such as Hans Zimmer, Nick Glennie-Smith, and Brian Tyler has created the best scores that we have heard in the hollywood film and music industry today with computers and electronic hardware even-though The fact still remains the same. I couldn't agree more that the classical composers were more smart and had more original music than this era. What surprises me is that the living man with the most Oscar nominations, John Towner Williams (born February 8, 1932) an American composer, conductor and pianist who is considered one of the greatest film composers of all time. In a career spanning over six decades, he has composed some of the most popular and recognizable film scores in cinematic history such as Star Wars, Jaws , Super...

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