I learned how to use different technologies during this semester. I learned how to use Prezi and Flickr. I used Prezi, an online presentation tool, for different classes. My goal for Prezi was to learn how to create a presentation. I can do that now comfortably. This will help me in the future when I want to use the presentation, I will have an option to use either the power point or the prezi.

For Flickr, my goal was to learn how to upload the pictures and actually create an account. I created my account and learn how to put the pictures up. I could possibly use this website to put pictures of different works that my students will accomplish, or put up their homework assignments and such.

These programs were easy to learn, but there are a lot more that I can do with these programs in the future.



Every piece of music that is out in the world has different idea components depends on the origin of the music’s culture. All the components of idea are strongly connected to the sound components of each piece of music. The similar connections made between the idea components and the sound components are found in many different cultures. Individual culture has its own musical style and different idea components, but it is oblivious that there are similar connections made between the idea and sound components. A Circle Dance song, “Shizhané’é”, from Navajo tribe, Gamelan music from Balinese of Indonesia, and a ritual worship song, “Devi Niye Tunai”, from India are all from completely different culture, but they have similar connections made between the components of idea and sound. Each music piece has its own functions, contexts, and aesthetics which are connected to their distinguishable sounds and based on the each cultural group.

A circle dance song, “Shizhané’é”, from Navajo tribe is a part of the Enemy way which is the ritual ceremony that the Navajo tribe perform for the members of tribe to cast evil spirits away. They believe that the sickness comes from the evil spirits or the ghosts. Gamelan music from Balinese of Indonesia is performed for an entertainment purpose. A ritual worship song, “Devi Niye Tunai”, from India is performed to ask their goddess to protect them. Their purposes might be different, but they have the similar musical characteristics which can be connected to their idea components.

First, these three pieces have either the repetitive rhythmic or melodic patterns which help the audiences to join to create the music. Navajo tribe’s the Enemy Way, a ritual performance, could possibly last as long as the ritual performers feel like the sick person is healed. “Shizhané’é” has the cycle of repetitive rhythmic pattern and melodic patterns to help the performers and the audiences to keep the ritual ceremony to go on without losing the track of it. Gamelan music from Balinese is not really focused on the ritual ceremony, though it could be used if a composer ever intends to use it that way. Balinese’s Gamelan music has different percussion parts with individual lines with repetitive patterns. “Devi Niye Tunai” from India has tala rhythmic pattern which can be either vocalized or played by an instrument. Audiences are informally trained to keep the tala while the music is performed. Their functions might be different, but the repetitive rhythmic pattern, one of the musical elements, can make these pieces to have the similar effect, to help audiences and the performers to be engaged in the creation of music.

Second, the aesthetic of each piece is based on the culture of where the music comes from. For the musicians who were trained by western music might find these pieces a little bit different from their points of view. Navajo’s piece might not be focused on the beauty; however, tribe members from Navajo might think this piece as a beautiful piece. The sound of this piece might be similar to what Navajo tribe might be familiar to. The narrow range in vocal melodic line and percussion based music is familiar to different Native American tribes as well as for the Navajo tribe. Gamelan music has the shiny effect which Balinese find it very interesting and beautiful. Balinese create music with the shiny effect which is created by the overlap of two or more different sound waves. Third piece, “Devi Niye Tunai” would be considered as a beautiful piece of music for Indonesians. This piece has the drone sound that Indonesians which they use it for most of their music. The hollow sound of drone interests Indonesians greatly.

There are many different cultures in this world with their own musical culture. Their creation of music is based on their cultural background many times. Each distinguishable sound from different cultures is many times connected to the idea components of each piece. Musicians from each culture use different musical elements to bring out their best interest in idea components.

Technology I




This presentation was created for my Philosophy class for the midterm.

11.23.2010 Britteny’s Homework

This homework was pretty good. I would say it could have been better if she was able to merge the video clips together to make a longer video.

It was hard to write a long description from first two video clips because of their lengths.

This homework was discussed in the classroom and which helped the students to make the connections to both previous lesson and the lesson that followed.

The length of homework was not long, but still required students to think about what they have learned and reinforce the students to use their listening skills and such.

11.22.2010 Brittney’s Homework


In this video, I see three males on the stage dressed up as in North American Indians. This video’s music is very melodic and in those very short seconds, I heard not so much layers that are complex, but it seems like it can become very complex. There seems to be a drum that is playing under neat which sound like a melodic instrument also. There is a flute that seems to play the melody line of this piece.



For this video, I see three males and one female performer on the stage. There is a male who is playing pan-pipes, one male who is playing shaker, one male who is playing a flute, and a female who is playing a flute as well. This video contains the continuation of the first video’s music. This music is very melodic. The range of the piece seems to be pretty narrow and has the contThe harmony created between the pan-pipes and the flutes are very constant. It is hard to identify the meter system for this piece, since the piece is pretty short. The dynamic and the tempo of this video’s music is constant.



This video’s music sounds a lot like western classical music. There are three Native American looking performers on the stage. They are also playing flutes. This piece is melodic as the first two video’s music. The movement of each note seems fairly slow. There are three layers that are moving together, but with different melodic and rhythmic lines. They are creating very constant harmony.


The music from the video clips are fair easy to pick and demonstrate by humming, I would say if a person is from Andean culture. This music sounds like it is performed for everyone, not for just a particular group. I do not believe that this piece contains many different phrases. It sounds like the melodic line is repeated, but I am not 100% sure because of the length of the video.

From what we have discussed about the Andean music, it is obvious that I can see the flutes and panpipes on the stage as well as the drums such as shakers. However, from what we have talked about I feel that the video is not the best example of Andean music, since the musicians are play both melodic instruments and percussion instruments. In this piece, I only see four performers playing flutes and one of them is playing the percussion instrument, a shaker.


11.19.2010 Pasibutbut (Prayer For A Rich Millet Harvest), Excerpt

Pasibutbut is a music piece from Taiwan. This piece is a vocal piece which is sung by a group of males from a village, Mingde, from Taiwan. This piece is an excerpt from Pasibutbut which is sung for agricultural or hunting rituals. Pasibutbut has multiple layers with simple patterns that are repetitive in each part. Each melodic line has varying narrow ranges which are usually found in pieces that have very repetitive parts. The first voice part comes in at the very beginning of the piece. Then, the second voice part joins in almost a beat after the first voice part enters. At 0:06, the third voice part joins in with the other voice parts. Then the fourth voice part comes in at 0:10. The dynamic of this piece gets louder and louder as all of the parts join in. When the fifth voice part enters, all the parts try to blend with each other by adjusting their volumes to one another. There are five layers that are very dissonant from each other. The tempo of this piece is very constant throughout. This piece makes it difficult for listeners to find the pulse and figure out the direction of the piece.

When this piece is performed, there are a group of males who gather around in a circle. They are dressed in their robes which are  worn when they are performing this ritual prayer piece. Its purpose is to thank the supernatural being. They place their hands on the backs of people who are standing right next to them. It is important that males dress up for this event because of how seriously they take this. It is very important that people work together and understand each other to know how their singing parts fit together. This piece is performed by males only because of its context which is hunting. Taiwanese culture shows that females are to do the housework and males are to go out and gather food.

Males who are participating in this ritual have been exposed to this for a long period of time since they are to go out and hunt animals since they were young. The simplicity of each line is connected to how males learn this piece. They learn this piece through oral tradition.

11.13.2010 Saturday Homework Critique

I really think that the homework showed what Paul was going to do related to the classroom. He tied his first lesson to the homework assignment that was due indirectly. Since Paul decided to do this, students could have understand or figure out that the next lesson would  somehow be connected to how African music has impacted the music throughout different countries.

Paul used video clips for the musical examples so students actually had the chance to see what was going on while the music was made. I believe that this will help the students see what is exactly going on and help them understand the concepts better. To improve his lesson, I think that Paul could have used an alternative to video-clips such as mp3 files to see if  the students were able to see where the music was created.

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