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The Sound of Music - MERGED

chicken coup

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#21 Riddikulus

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Posted 16 June 2016 - 12:49 PM

Ever wonder what the old rebel yell really sounded like...

http://https://youtu.be/s6jSqt39vFM

http://www.smithsoni...nd-like/?no-ist

 

 


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#22 Ghosty McFly

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Posted 16 June 2016 - 01:04 PM

Video Games: Do You Play Better With the Sound On or Off?
 
The role of music and sound effects in video games
 
Every gamer may have an opinion—but what has research shown?
 
 
More research on video games:
 
 

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#23 Riddikulus

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Posted 16 June 2016 - 01:14 PM

Even the sounds of words can have an effect:


http://forum.chicken...ar-these-words/

 

 

Don't let the morphemes have an effect of morphine on your system.


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#24 status - Breezy

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Posted 16 June 2016 - 03:34 PM

Mustn't forget the everyday annoying sounds associated with low frequency engine noises. Such as lawn mowers, industrial engines, and all forms of transportation systems. How do these affect an individuals psychological and physiological being?
 
Annoyance and health problems in response to low-frequency noise
 
 

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#25 status - Guest

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Posted 17 June 2016 - 01:26 AM

Testing.....testing......

 

1

 

2

 

3

 

4  

 

Testing.....

 

 

 


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#26 status - Spot Cobasis

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Posted 17 June 2016 - 01:51 AM

A fasinating piece about the history of Tavistocks involvement on the international drug scene with detailed bits of strangeness from the founder of Pink Floyd: Syd Barrett
 
Esoteric in nature, it offers information on how LSD was transported to the masses through the institutions of higher education. While giving many references to the early music of Pink Floyd and a few bits on their landmark album 'Wish you Were here".
 
Here's a tidbit from their first album "Piper at the Gates of Dawn"....notice the symbolism and the archetypes:
 
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The album kicks off in high gear with "Astronomy Domine", one of the earliest space rock numbers. Despite its spacey vibe, the lyrics are heavy on magic.
 
    "Lime and limpid green, a second scene
    A fight between the blue you once knew.
    Floating down, the sound resounds
    Around the icy waters underground.
    Jupiter and Saturn, Oberon, Miranda and Titania.
    Neptune, Titan, Stars can frighten."
 
Green represents nature while blue represents consciousness, the song implying that the two are in conflict. A similar implication comes from the reference to Jupiter and Saturn -Saturn represents chaos while Jupiter is balance and order. Oberon and Titania are the King and Queen of Fairies in Shakespeare's heavily esoteric A Midsummer's Night Dream. Titan is the irrational universe. In general, the song captures the futility of applying rationality to an irrational world after being 'awakened.'
 
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'Crazy diamond' is in reference to the song "Shine On You Crazy Diamond," one of the tracks on Wish that is overtly about Barrett. Like many I had always assumed the 'diamond' of the title was a reference to Syd's mind, e.g. it was as brilliant as a diamond. But the diamond can also be an alchemical symbol as well.
 
    "As gold was the symbol of spirit and the base metals represented man's lower nature, certain alchemists were called 'miners' and were pictured with picks and shovels digging into the earth in search of the precious metals -those finer traits of character buried in the earthiness of materiality and ignorance. The diamond concealed in the heart of the black carbon illustrated the same principle."
    (The Secret Teachings of All Ages, Manly Hall, pg. 144)
 
A line toward the end of the second "Shine On..." suite makes me think that the diamond of the title is being used in an alchemical sense.
 
    "Nobody knows where you are, how near or how far.
    Shine on you crazy diamond.
    Pile on many more layers and I'll be joining you there.
    Shine on you crazy diamond.
    And we'll bask in the shadow of yesterday's triumph,
    and sail on the steel breeze.
    Come on you boy child, you winner and loser,
    come on you miner for truth and delusion, and shine!"
 
Link to the complete article:
 
 
art-artsy-black-black-and-white-Favim.co
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

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#27 Riddikulus

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Posted 17 June 2016 - 11:14 AM

The Use of Melodic and Rhythmic Mnemonics

Kimmel states that a song is probably the best all-around mnemonic device for facilitating a student’s recall of facts, definitions and concepts. Wallace and Rubin (1988) conducted many empirical studies in the latter part of the 20th Century. They submit that the recall of a text put to melody has many variables. Musically, the most effective factors are, a simple catchy melody, that’s repetitive and a consistent, driving rhythm. The use of alliteration, rhymes, onomatopoeia and imagery are the more important lyrical considerations. Gfeller (1983) demonstrates through her research that in order to remember a song, one must sing it. In the classroom situation, when subject matter is being taught using a musical mnemonic, for the best results, the teacher must sing it with the students.

http://files.eric.ed...xt/ED504997.pdf

This is relevant because it integrates into the mind! These are basic mnemonic techniques taught to the young. Consider the lyrical force in the pop music scene. The lyrics in your favorite songs stay in your mind from repetitive listening throughout a lifetime. Any type of music facilitates this type of memorization. Have you considered the content of the lyrics? Questioned their meaning? The messages conveyed through the mind into the heart of the matter? Did you think it was positive? As you got older did the meaning of the song change over time? The music itself seems separate from the lyrical content.

Rainey and Larsen (2002) also conducted two experiments testing the general hypotheses that music can act as a successful mnemonic device. The first experiment looked at the specific hypothesis that participants would learn a list of unconnected text in fewer trials when the text was set to a familiar melody compared to when they learned the list as prose. Rainey and Larsen (2002) found that there was no difference between the two conditions; the participants in both the sung and the prose group learned the list in the same amount of time. The second experiment considered how much of the text was retained in long-term memory when the text was learned as a song versus when learned as prose. Participants who initially learned the list set to a familiar 5 melody took fewer trials to re-learn the list than those who learned the list as prose. In fact, there were twelve participants (6.6%) in the sung conditions who recalled the list perfectly after one week while there were only five (2.8%) in the prose condition who could recall the entire list. Rainey and Larson (2002) concluded that the musical presentation of the text resulted in better long-term memory than the prose presentation and that familiar melodies may serve as a retrieval cue. Rainey and Larson (2002) did point out that it is possible that the use of unconnected text might have been a factor in why the two conditions for initial learning did not differ. They suggested that the use of more meaningful connected text could create a difference in the initial learning.

https://kb.osu.edu/d....pdf?sequence=1

Learning how to create music by itself is not a required prerequisite in classroom study. I myself took 8 years of so called 'music class' and all we did was learn to sing songs. No theory, no structure, just memorization of songs. Even in choir all we did was take direction from the teacher basically from the value of our voices. I learned about how to create music outside of the classroom through my own interest.

Here is a more extensive abstract on this subject:


THE EFFECT OF MUSICAL MNEMONICS AND MUSICAL TRAINING ON WORD RECALL

http://scholarlyrepo...ntext=oa_theses

Today's music scene seems more in your face with the symbols and lyrical content. It's not so obscure anymore in the messages being conveyed. Every genre seems to push an agenda of dazzle forwarding the desires of the selfish side of knowing thyself.

Do what thou wilt? Have you thought about the consequences of what that actually means? These are questions only each individual can answer for themselves. Are you willing to dive inside your own soul to find the meaning of the things you have been taught and how these 'teachings' have affected the state of your overall well being?

 

musical-notes-gif-music-notes-moving1.gi


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#28 status - Guest

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Posted 17 June 2016 - 11:40 AM

What about the tempo?

 


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#29 Riddikulus

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Posted 17 June 2016 - 11:52 AM

What about the tempo?

 

Needs more cowbell!

 

EL8cXIC.gif


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#30 status - Guest

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Posted 17 June 2016 - 11:57 AM

Needs more cowbell!

 

EL8cXIC.gif

 

 

https://youtu.be/5v5eBf2KwF8

 

:Beer:


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