Éducation musicale

vignette|Leçon de musique. L’éducation musicale est une discipline qui s'occupe, d'une part, de l'enseignement et de l'apprentissage de la musique (académique, populaire et du monde) et, d'autre part, de l'éducation aux aspects sociaux et culturels du code sonore et des bruits dans notre monde actuel. La musique a été toujours liée à des fonctions de grande importance dans les cérémonies sociales, culturelles et religieuses dans les civilisations les plus anciennes. Par conséquent, l'enseignement de la musique était contrôlé par les autorités soit publique, soit religieuse. Pour la civilisation grecque, la musique pouvait exciter chez les personnes différentes passions. Le chant choral était considéré pour l'éducation tant du guerrier que de l'homme cultivé : la musique devait lui développer le goût et lui préparer pour les études des mathématiques, de la philosophie et des sciences de la nature. Pour les Romains, la musique était un aspect secondaire de l'éducation. C'est au Moyen Âge que l'enseignement de la musique était considéré sous deux aspects : d'une part en tant que théorie liée au «quadrivium» et, d'autre part, en tant qu'ars (science ou pratique artisanale). Le chant était enseigné par des moyens mnémotechniques. Guido d'Arezzo facilita la lecture musicale et par conséquent, il rationalisa l'apprentissage du chant. C'est à partir de la Renaissance que s'accomplit une scission entre les musiciens « amateurs » et les musiciens « professionnels » : alors que l'éducation de base se négligea de plus en plus, la formation du musicien professionnel se spécialisait de plus en plus (à partir du , des écoles spéciales et des conservatoires assurèrent cette formation). Au début du s., différents pédagogues proposent de mettre l'éducation musicale à la portée de tous : Émile Jaques-Dalcroze et Edgar Willems en Suisse, Maurice Martenot en France, Carl Orff initiateur du Orff-Schulwerk en Allemagne, Zoltán Kodály en Hongrie et Shinichi Suzuki au Japon entre autres.

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Cours associés (17)

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Western listeners detect boundary hierarchy in Indian music: a segmentation study

Martin Alois Rohrmeier, Tudor Popescu

How are listeners able to follow and enjoy complex pieces of music? Several theoretical frameworks suggest links between the process of listening and the formal structure of music, involving a division of the musical surface into structural units at multiple hierarchical levels. Whether boundaries between structural units are perceivable to listeners unfamiliar with the style, and are identified congruently between naive listeners and experts, remains unclear. Here, we focused on the case of Indian music, and asked 65 Western listeners (of mixed levels of musical training; most unfamiliar with Indian music) to intuitively segment into phrases a recording of sitar alap of two different raga-modes. Each recording was also segmented by two experts, who identified boundary regions at section and phrase levels. Participant- and region-wise scores were computed on the basis of "clicks" inside or outside boundary regions (hits/false alarms), inserted earlier or later within those regions (high/low "promptness"). We found substantial agreement-expressed as hit rates and click densities-among participants, and between participants' and experts' segmentations. The agreement and promptness scores differed between participants, levels, and recordings. We found no effect of musical training, but detected real-time awareness of grouping completion and boundary hierarchy. The findings may potentially be explained by underlying general bottom-up processes, implicit learning of structural relationships, cross-cultural musical similarities, or universal cognitive capacities.

NATURE RESEARCH2021

The pleasantness of sensory dissonance is mediated by musical style and expertise

Martin Alois Rohrmeier, Fabian Claude Moss, Markus Franz Josef Neuwirth, Tudor Popescu

Western musical styles use a large variety of chords and vertical sonorities. Based on objective acoustical properties, chords can be situated on a dissonant-consonant continuum. While this might to some extent converge with the unpleasant-pleasant continuum, subjective liking might diverge for various chord forms from music across different styles. Our study aimed to investigate how well appraisals of the roughness and pleasantness dimensions of isolated chords taken from real-world music are predicted by Parncutt's established model of sensory dissonance. Furthermore, we related these subjective ratings to style of origin and acoustical features of the chords as well as musical sophistication of the raters. Ratings were obtained for chords deemed representative of the harmonic language of three different musical styles (classical, jazz and avant-garde music), plus randomly generated chords. Results indicate that pleasantness and roughness ratings were, on average, mirror opposites; however, their relative distribution differed greatly across styles, reflecting different underlying aesthetic ideals. Parncutt's model only weakly predicted ratings for all but Classical chords, suggesting that listeners' appraisal of the dissonance and pleasantness of chords bears not only on stimulus-side but also on listener-side factors. Indeed, we found that levels of musical sophistication negatively predicted listeners' tendency to rate the consonance and pleasantness of any one chord as coupled measures, suggesting that musical education and expertise may serve to individuate how these musical dimensions are apprehended.

2019

Guessing the fingerings

Raphaël Nicolas Latty

On most musical instruments, especially on the guitar, it is possible to play the same note or chord in multiple ways. In this project, we develop a simple audio-based method to estimate the fingering of a note played on an acoustic guitar from a recording. Such a system has several applications, including musical training, musical education, or analysis of historical recordings. The advantage of our method with respect to the state-of-the-art is that it is simple and efficient: it uses a single feature, the inharmonicity coefficient. In spite of its simplicity, this method performs well in both synthetic and real audio recordings: the misclassification rate that we achieve is of 12.3 %.

2017

A Bachelor of Music (BMus) is an academic degree awarded by a college, university, or conservatory upon completion of a program of study in music. The degree may be awarded for performance, music education, composition, music theory, musicology / music history (musicology degrees may be a Bachelor of Arts rather than a Bachelor of Music), music technology, music therapy, sacred music, music business/music industry, entertainment, music production, or jazz studies.

A metallophone is any musical instrument in which the sound-producing body is a piece of metal (other than a metal string), such as tuned metal bars, tubes, rods, bowls, or plates. Most frequently the metal body is struck to produce sound, usually with a mallet, but may also be activated by friction, keyboard action, or other means. Metallophones have been used in music in Asia for thousands of years. There are several different types used in Balinese and Javanese gamelan ensembles, including the gendér, gangsa and saron.

The Master of Music (MM or MMus) is, as an academic title, the first graduate degree in music awarded by universities and conservatories. The MM combines advanced studies in an applied area of specialization (usually performance in singing or instrument playing, composition, or conducting) with graduate-level academic study in subjects such as music history, music theory, or music pedagogy. The degree, which takes one or two years of full-time study to complete, prepares students to be professional performers, conductors, and composers, according to their area of specialization.

Ce cours propose d'étudier la présence de particularités musicales extra-européennes et populaires dans la musique classique (17e-20e siècles). Il débouche sur la rédaction d'un travail de recherche e

Ce cursus particulier - dont l'admission est sujette à l'acceptation d'un dossier de candidature - offre à l'étudiant engagé dans des études en musique de haut niveau en parallèle à ses études EPFL la

This course addresses the relationship between specific technological features and the learners' cognitive processes. It also covers the methods and results of empirical studies on this topic: do stud

S'oriente vers la connaissance sociale, l'efficacité de l'apprentissage collaboratif, le consensus de groupe et le rôle de la technologie dans l'amélioration des interactions.

Explore les signaux harmoniques, l'estimation du spectre et les méthodes d'analyse des signaux à l'aide des outils MATLAB.

Explore comment la musique communique les émotions à travers diverses caractéristiques et structures syntaxiques, influençant les réponses des auditeurs et les expressions des interprètes.