在英语环境中学乐理－音乐教育研究.docVIP

　　在英语环境中学乐理－音乐教育研究|第1 刘沛 By Liu pei This checklist is developed to encourage the students to check periodically usic concepts they knoply go through the follo the standpoint of an evaluator, the questions and give your responses such as: 1.Yes, I fully understand the meaning of it and I can even get the sense out of it uch meaning in my emotion, thinking and aesthetic imagination. 2.Yes, but not quite sure. Then I might reviee implications or hints based on reading the descriptions provided, and then think about y intuition. Please remember that this task does not mean to impose an extra burden on you but to provide a self-governed and self-study based opportunity for you to revie of music. Having yourself equipped usic-related ideas unication usic interested people in this global village usic: (1) Vibration vs. Sound: Please note that the former refers to a phenomenon in the realm of objectivity and the latter is echanism being subjective in its nature. There are four physical attributes or properties considered essential in vibration—frequency, intensity, time and —that determine, respectively, bre or tone quality—the four corresponding mental parameters. These terminologies are included in the field of psychoacoustics, not normally in the study of music. Housic students to be acquainted ight be useful unication occurs usicians, but those such as psychologists. (2) A tentative definition of sound: 【 】Sound is mental reflection of vibration ong other things, on the folloans could possibly perceive is from the loaybe, puppies. (b) If the vibration is, in terms of its intensity, too ans ployed in music: 【 】Music tone vs. Noise; Pure tone vs. posite tone; Fundamental tone and overtones, partials; Relationship bre: Musical tones, or simply tones, fall into tusical tone has but noise does not. You may conduct a quick experiment the piano but it is difficult even impossible for you to imitate exactly the sound emitted by clapping your hands. It is so because the form