Students categorizing music 2019
Introduction
When provoking thinking about music in teaching I am used to asking my students how they personally conceptualize and position music in itself, asking them to describe and position music as a middle level category in between 2/3 contained subsets and 2/3 containing supersets. This assignment I call: categorizing music.
Below you find the continuation of a growing collection of original answers I received. There are many similarities, but I find the dissimilarities equally interesting. Finally, some thought-models proposed lack the required strict inclusiveness of mathematical sets. Here I conclude that musicians, as all artists, are used to thinking outside the box. On the other hand, thinking relies on the mental presence of such boxes: on the quality of the interconnections between a variety of concepts, each clearly envisioned. It is precisely for this reason, because thinking without boxes is practically impossible, that I find it important to research these individually differing existing thought-models together.
Oscar van Dillen
Survey of ideas
nr | Super-super-supersets | Super-supersets | Supersets | Music | Subsets | Sub-subsets | Sub-sub-subsets | name |
---|---|---|---|---|---|---|---|---|
1 | Art | Human artistic expression | Human sound artistic expression | Music | Microtonal music | Microtonal instrumental music | Microtonal instrumental music composition | Juliano |
2 | Earth | Life | Logic | Music | Harmony | Melody | Rhythm | Ray |
3 | Air waves | Noise | Tune | Music | Tempo/motive | Expression | Evoking mood | Daniel |
4 | Energy | Expression | Art | Music | Texture | Frequency | Sound wave | Jana |
5 | way of life (lifestyle) | way of thinking | way of brain training | Music | many “noises” or sounds compine together to get this result (organize sounds) | different kind of rhythm styles making the groove more interest | different people with different characters and culture meet together and they can play together as a team without even know well each other | Vasilis |
6 | Humans | Feelings | Transmission | Music | Ability | Understanding | Knowledge | Valeria |
7 | Human creative activity | Art | Performing art | Music | Brazilian music | Samba | Samba-enredo | Lenore |
8 | Human expression | Culture | Art | Music | Genre | Sub-genre | Musician | Tom |
9 | Sound | Noise | Composition | Music | Rhythm | Tone | Pitch | Cenk |
10 | Sensory input | Sound | Organised sound | Music | Melody | Intervals | Tones | Daan |
11 | Spirituality | Religion/Science | Tradition | Music | Verbal & Non-verbal Communication | Language | Sound & Silence | Lydia |
12 | Time | Sound | Social | Music | Tension | Expression | Interpretation | Leonard |
13 | Sound | Silence | Harmony | Music | Feeling | Improvisation | Performance | Vaggelis |
14 | … | Rhythm | Melody and Harmony | Music | Expression-language | Infinity | … | Jakob |
15 | Art | Melody | Rhythm | Music | Create | Time | Silence | Laura |
16 | Emotion | Expression | Language | Music | Improvisation | Perception | Impression | Þorkell |
17 | Art | Mental support | Entertainment | Music | Silence | Sounds, rhythms, melodies | Human emotions | Shalisa |
18 | Sound phenomenon | Irrational experience | Human being (?) | Music | Emotional experience | Rational communication | Musical intention | Sergio |
19 | Stories | Art | Organised sound within silence | Music | ? | ? | ? | Emile |
20 | Way of life | Culture | Art | Music | Melody | Rhythm | Harmony | Pelagia |
21 | HUMAN way of expressing FEELINGS | CREATIVE way of expressing FEELINGS | ART | Music | CULTURE/ different Genres in the world | Music as a own LANGUAGE : Coming together, finding connections with other humans and communicating through music | EDUCATING and ENTERTAINING sound | Jessica |
22 | Silence | Feelings | Emotions | Music | Culture | Art | Spirituality/religion | Melisa |
23 | Culture | Humanities-Philosophy | Aesthetics-Art | Music | … | … | … | yiwen |
24 | Things we do not entirely understand | Subjective things | Arts | Music | Sound | Pitch | Being a little too high pitched | Konrad |
25 | Sound | Consciousness | Creativity | Music | Emotion | Connection | Transformation | Annabella |
26 | Air | Sound waves | Harmonics | Music | Genres | Jazz | Melodies | Laurens |
27 | Being human | Urge to create and express | Art | Music | Concept | Genre | Interpretation | André |
28 | Mental and physical powers | Sense of hearing | Sounds and silence | Music | Singin, clapping, playing, hearing, reading, writing | Genre and style | Tempos and time signature, key and harmony, form | Markos |
29 | Colour | Tradition | Culture | Music | Maths | Notes | Sounds/silence | Emine |
28 | Humanity | Society | Arts | Music | Musical piece | Composition | Tones | Amir |
31 | Experiences | Commuication | Art | Music | Songs | Chords | Tones | Elad |
32 | People | Musicians | Sound | Music | Artists | Concert | Consumers | Jesper |
See also
- Students categorizing music 2012
- Students categorizing music 2016
- Outline of basic music theory
- IHMC Cmap Tools, free software for concept-mapping.