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The smallest pitch difference between notes (in most Western music) (e.g. F–F ♯) (Note: some contemporary music, non-Western music, and blues and jazz uses microtonal divisions smaller than a semitone) semplice Simple sempre Always sentimento Feeling, emotion sentito lit. "felt", with expression senza Without senza misura Without measure ...
Musical phrasing is the method by which a musician shapes a sequence of notes in a passage of music to allow expression, much like when speaking English a phrase may be written identically but may be spoken differently, and is named for the interpretation of small units of time known as phrases (half of a period).
Period built of two five-bar phrases in Haydn's Feldpartita in B ♭, Hob. II:12. [1] Diagram of a period consisting of two phrases [2] [3] [4]. In music theory, a phrase (Greek: φράση) is a unit of musical meter that has a complete musical sense of its own, [5] built from figures, motifs, and cells, and combining to form melodies, periods and larger sections.
Today the main difference between Western and Eastern neumes is that Eastern notation symbols are "differential" rather than absolute, i.e., they indicate pitch steps (rising, falling or at the same step), and the musicians know to deduce correctly, from the score and the note they are singing presently, which correct interval is meant.
Lyric setting is the process in songwriting of placing textual content in the context of musical rhythm, in which the lyrical meter and musical rhythm are in proper alignment as to preserve the natural shape of the language and promote prosody. Prosody is defined as "an appropriate
The words to an extended musical composition such as an opera are, however, usually known as a "libretto" and their writer, as a "librettist". Rap songs and grime contain rap lyrics (often with a variation of rhyming words) that are meant to be spoken rhythmically rather than sung. The meaning of lyrics can either be explicit or implicit.
Gordon music-learning theory is a model for music education based on Edwin Gordon's research on musical aptitude and achievement in the greater field of music learning theory. [1] [2] The theory is an explanation of music learning, based on audiation (see below) and students' individual musical differences. The theory takes into account the ...
The same music could be associated with a wide range of emotional responses in the listener. Chabanon rejected the rhetorical approach to music, because he did not believe that there was a simple correspondence between musical characteristics and emotional affects. Much subsequent philosophy of music depended on Chabanon's views. [9]