Why are musical timbres compared to colors? Expressive means of music: Timbre
Many singers at the beginning of their vocal journey are interested in understanding the key theoretical terms this profession (among such concepts is timbre). The timbre of the voice determines the tone and color of the sound that is heard during sound reproduction.
It is very difficult to learn vocals without special theoretical knowledge; without it, it can be difficult to evaluate your own vocal or simply speech data and skillfully correct them.
To determine this characteristic of your voice, you first need to understand in general what timbre is. This term refers to how and to what extent the voice is colored in the process of speaking or singing, its individual characteristics, as well as the warmth of the spoken sound.
The leading tone and overtone (the specific shade of the leading tone) determine the sound of the voice as a whole. If the overtones are saturated (bright), the spoken sound will have the same qualities. The interaction of tone and corresponding overtone is an exclusively individual vocal characteristic, so it is very difficult to meet two people with the same tones.
- anatomical shape of the trachea;
- trachea size;
- volume of the resonator (resonator - cavities in the human body responsible for amplifying sound - oral and nasal cavities, as well as the throat);
- the tightness of the closure of the vocal cords.
The psychological state, like all these anatomical characteristics, determines what kind of voice sounds in this moment time. That is why the timbre can be used to judge a person’s condition, as well as his well-being. This characteristic is not constant - a person can change his tone arbitrarily.
- human posture;
- speed of word pronunciation;
- fatigue.
The tone becomes less clear if the speaker is tired or pronounces all the words very quickly. With a crooked posture, a person also breathes incorrectly. Breathing determines how speech will sound, so posture cannot but affect the timbre of your voice.
Types of Voices
When a person has a calm, measured timbre of voice, his speech becomes harmonious and “correct” for others. Not everyone has developed this quality since childhood. Any original voice timbre can become pure if it is properly trained.
At the professional level, singers are taught to manage the emotional component of speech and the frequency of sounds. To master such skills, it is enough to contact a person who understands vocals or classical vocal tonality.
There are different types of tones. The simplest classification takes into account gender and age characteristics - that is, the tone can be masculine, feminine, or childish.
- mezzo-soprano;
- soprano (high singing tone - soprano is divided into coloratura, lyric, dramatic);
- contralto (low female singing voice).
- baritone;
- bass (male) low voice, subdivided into central, melodious);
- tenor (high singing tone in men, divided into dramatic and lyrical).
Children's tones:
- alto (higher in height than tenor);
- treble (sounds similar to soprano, but is typical for boys).
- soft;
- melodic;
- nice;
- metal;
- deaf.
Stage keys (it is important that this is typical only for singers):
- velvet;
- gold;
- copper;
- silver
- cold;
- soft;
- heavy;
- weak;
- solid;
- hard.
All these characteristics are not final - the same singer can change them arbitrarily during training.
What can affect the timbre
There are several factors that can change the timbre of a person’s voice spontaneously. These include:
- puberty (a person’s tone changes as a result of growing up, becoming stronger, rougher; it is impossible to stop this process, the sound will no longer be the same as it was at an early age);
- colds, hypothermia (for example, when you have a cold, your throat may hurt and a cough may appear, the tone during this period changes, it becomes more hoarse, dull, and low voices predominate during a cold);
- chronic lack of sleep, emotional stress;
- smoking (with prolonged smoking, the timbre of the voice gradually becomes lower, rougher);
- chronic alcohol consumption (alcohol irritates the vocal cords and transforms the voice into a low and hoarse voice).
Almost all factors can be eliminated. That is why it is better to give up bad habits, try to avoid stress and not smoke in order to keep the tone of speech as pure as it is initially.
Is it possible to change the timbre
Voice timbre is not genetically determined, and therefore can be corrected during lessons with a vocal specialist. The anatomical qualities of the ligaments (these are folds in the area of the sound-producing center) cannot be conservatively changed by a person, since they are formed anatomically from the moment the genetic qualities are formed. For this purpose, there are special surgical operations during which defects that have arisen are corrected.
The origin of sound begins in the larynx, but the final formation and giving it timbre occurs in the resonator cavities (oral, nasal, throat). Therefore, various adjustments to the position and tension of certain muscles can also affect the timbre.
How to identify and change the tone
Due to the lack of special knowledge, it can be difficult to determine the timbre of a voice at home; one can only guess it. For precise definition You should contact a vocal specialist or use a special spectrometer.
The spectrometer determines the timbre of the voice most reliably. The device analyzes the sound pronounced by a person, simultaneously classifying it. The device contains a sound amplifier and a microphone - a spectrometer, using filters, divides the sound into elementary components and determines the pitch of their sound. More often, the device reacts to consonant letters (enough to analyze those three consonant letters that sounded first in speech).
The tone changes spontaneously only during adolescence - at the same time, a person stops using his speech potential, since most of it is spent on controlling the spoken sound - intonation or volume. Sometimes the tone and timbre changes under stress, but this happens less often.
How to hear your real voice
A person cannot objectively determine the timbre of his own sound due to the fact that he hears himself differently from the way others hear. Sound waves travel internally and are therefore distorted in the inner and middle ear. The technique captures the real sound that others hear - which is why it is sometimes difficult to recognize it on the recording.
You can also take 2 sheets of cardboard (sometimes a stack of sheets or a folder) and then apply it to both ears. The paper shields sound waves, so when pronouncing words in this position, a person will hear the real sound, since this shielding affects the audible tone of the voice.
The timbre of female and male voices is an important characteristic of voice and speech for singers. It also matters to ordinary people. The timbre can be corrected with specially selected exercises or gymnastics, since often for an ordinary person it is not quite correct.
These are the colors we hear.
Look at any painting or photograph. But no painting would have turned out if it had all been painted with the same paint, without shades.
Look at how many of them there are, these talking shades.
Dozens of shades of the same color. Sound also has them.
The same note, the same sound, the same in pitch, can be played by different musical instruments. And although the pitch of the sound is exactly the same, we recognize either the voice of a violin, or the voice of a flute, or the voice of a trumpet, or a human voice.
How do we do this?
Our hearing is as sensitive as our eyesight. Even the most Small child Among many voices, he immediately recognizes the voice of his mother and does not confuse it with the voice of his grandmother. We recognize friends and acquaintances by the voice on the telephone. You probably immediately recognize the voices of your favorite artists and singers from the first sounds. And we all have fun together, guessing their voices in a playful imitation of the parody artist. To achieve similarity, he changes the color of his voice and timbre.
And we recognize different musical instruments because each of them has its own coloring of sound. The sound can be the same height, but sometimes with a whistle, sometimes slightly ringing, sometimes smooth, sometimes rough. A string sounds different than a metal plate, and a wooden pipe sounds different than a copper pipe. After all, every sound has overtones. These shades are overtones and change the “color” of the sound. The color of the sound is the timbre. And every musical instrument has its own.
TIMBRE- an important means of artistic expression. The same musical idea, depending on its timbre embodiment, can sound with varying degrees of brightness, brilliance, softness, tenderness, decisiveness, severity, severity, etc. Thus, timbre enhances the emotional impact of music, helps to understand its semantic shades and ultimately contributes to a deeper disclosure of the artistic image.
Changing timbre, widely used in instrumental compositions, often becomes an important factor in musical expressiveness.
The initial classification of orchestral instrument timbres is to divide them into pure (simple) and mixed (complex) timbres.
The timbre is pure (simple) - the timbre of solo instruments, as well as all unison combinations of identical instruments. Pure timbre is used both in single-voice and polyphony (for example, ensembles of accordions or button accordions, domras or balalaikas).
The timbre is mixed (complex) - the result of combinations of various instruments. Used in monophony and polyphony. Such combinations are used to change the phonic qualities of voices and ensembles and are caused by expressive or formative factors.
In various compositions folk orchestra The greatest unity is found in ensembles of identical instruments, as well as instruments that are representatives of the same family. Balalaikas most organically merge with the group of domras, because performing techniques on domras, balalaikas, as well as on percussion instruments are based on the general principles of sound production: short sounds are performed by striking (plucking), and long sounds by means of a tremolo.
Wind instruments (flutes, oboes) blend very well with button accordions and accordions. The timbre diversity of the sound of an accordion (bayan) is due to the presence of registers. Some of them received names similar to certain instruments of a symphony orchestra: clarinet, bassoon, organ, celesta, oboe.
The farthest degree of timbre similarity and unity of sound occurs when combining wind and percussion instruments.
TIMBRAL RELATIONSHIPS of orchestral instruments and ensembles are a concept that determines the degree of their unity and contrast when sounding simultaneously.
Lesson developments (lesson notes)
Basics general education
Line UMK V.V. Aleev. Music (5-9)
Attention! The site administration is not responsible for the content methodological developments, as well as for compliance with the development of the Federal State Educational Standard.
UMK“Music” by V.V. Aleev and others.
The purpose of the lesson: hear and feel the role of timbre in creating a musical and pictorial image
Lesson objectives:
- emotionally, consciously, holistically perceive music at the level of key knowledge;
- nurturing the culture of listener, reader, viewer, performer;
- formation of vocal and choral skills.
Subject competencies
- expand the idea of timbre as a means of musical expression
- find out what timbre and painterly colors have in common and how they differ from each other
- enrich knowledge about the timbre characteristics of the violin, cello, flute
- get acquainted with the work of composers Nikolai Andreevich Rimsky-Korsakov, Sergei Vasilyevich Rachmaninov, Johann Sebastian Bach
- learn about the role of timbre in the portrayal of a musical “hero” (symphonic suite “Scheherazade”, opera “The Tale of Tsar Saltan”, Suite No. 2 for orchestra
- learn to listen to the timbre and picturesque beauty of music
- develop vocal and choral literacy
Information competence
- find key knowledge in text material (timbre as a means of musical expressiveness, timbre as painterly colors, timbre as a reflection of images and emotional state)
- develop an understanding of reading a musical educational text (by reading musicological terms, remember their spelling, reading detailed, artistically designed texts enriches speech culture, reading a text creates a theatrical effect in the lesson)
- be able to write short notes of lesson material
Social competence
- find productive cooperation with peers in the process of preparing for song competitions, music concerts(choice of song, choice of ensemble members, coordination of rehearsal time)
Communicative competence
- cultivate a culture of communication through reading and reproducing a musicological educational text (hear and listen to the answer of another student)
- to form a culture of text analysis using the example of the “description” - description technique timbre characteristics musical instruments
Personal competence
- direct yourself to build an independent route of communication with art (independent listening to music at home, purchasing records classical music for home music library, attending concerts, participating in music competitions songs, learning to play musical instruments, reading literature on art)
UMK: Music. 6th grade: according to the V.V. Program Aleeva, T.I. Naumenko, T.N. Kichak:
- Naumenko, T.I., Music. 6th grade: textbook. for general education Institutions /T.I. Naumenko, V.V. Aleev.– 6th ed., stereotype.-M.: Bustard, 2006.– 117
- T.I. Naumenko, V.V. Aleev, Music. 6th grade Phonochrestomathy. – M.: Bustard, 2009, 2CD
- Naumenko T.I. Music. Diary of musical reflections. 6th grade: manual for general education. institutions / T.I. Naumenko, V.V. Aleev, T.N. Kichak. – M.: Bustard, 2009. – P.72
- T.N. Naumenko, V.V. Aleev Music Reader and guidelines for the teacher. – M.: Bustard
Musical instruments: accordion, piano.
Equipment: computer, multimedia projector, screen.
Sources:
- Aleev V.V. Music. 1-4 grades: Program for educational institutions / V.V. Aleev, T.I. Naumenko, T.N. Kichak-M.: Bustard, 2010. – P. 53
- Aleev V.V. Music. 1-4 grades, 5-8 grades: programs for educational institutions / V.V. Aleev, T.I. Naumenko, T.N. Kichak. – 6th ed., stereotype.-M.: Bustard, 2008. – P. 53
- V.V. Aleev On the role of the textbook in music lessons // Art and Education. Journal of methodology, theory and practice art education and aesthetic education. No. 5 (55).-M.: 2008.– P.71
- Ivanov D. Competencies and the competency-based approach in modern education / Dmitry Ivanov. – M.: Chistye Prudy (Library “First of September”, series “Upbringing. Education. Pedagogy”. Issue 6 (12)). – 2007. – P. 8
- O. Lokteva Interior design through the prism of art of the 20th century // Art No. 14 (446), July 15-31, 2010. Educational and methodological newspaper for teachers of the Moscow Art Culture, Music, Fine Arts. Publishing House “First of September”. – M. 2010. – P.4
- T.V. Merkulova, T.V. Beglova Time management for children, or How to teach schoolchildren to organize their time. – M.: Pedagogical University “First of September” 2011. – 40 p.
- Shelontsev V.A., Shelontseva L.N. Implementation of a competency-based approach to training: Textbook. Omsk: BOU "RIAC". – 2009. – P. 4; 5
Teacher's home library: reading for music lesson
- Mikheeva L. Musical dictionary in stories.-M.: 1984.-P.141
- Rapatskaya L.A., Sergeeva G.P., Shmagina T.S. Russian music at school / Ed. L.A. Rapatskaya.-M.: Humanit. ed. VLADOS center, 2003. – P.185
- A word about music: Russian. Composers of the 19th century: Reader: Book. For students of Art. classes / Comp. V.B. Grigorovich, Z.M. Andreeva. – 2nd ed., revised – M.: Education, 1990. – P. 191
- Smirnova E. Russian musical literature: for VI –VII grades. DMSh. Textbook.-M.: Music.-2000.– P.106
- Sposobin I.V. Elementary Music Theory: A Textbook for music schools.– 7th ed. M.: Music: 1979.-P.48
During the classes
1. Organizational moment. Greetings
Student's assessment sheet for the lesson:
- “The best interlocutor” (the ability to listen and hear students’ answers)
- “The best researcher” (ability to work with the text of a textbook – Textbook, Workbook)
- "Best Listener" (listening to music)
- “Best Performer” (performing a song repertoire)
Notebook entry:
Lesson topic: Timbres - musical colors
The purpose of the lesson:
- expand knowledge about timbre
- hear the role of timbre in creating a musical and pictorial image
2. Experience of creative activity of students in the process of mastering musical knowledge
Teacher: IN primary school you compared musical sounds with colors in painting, and said that each musical instrument has its own unique sound, its own TIMBRE. So, the organ and the flute sound different. Annex 1 .
Notebook entry: Timbre – “sound color”
Teacher: Why do you think musical tones often compared to paints in painting.
Student: Like paints that express the color richness of the surrounding world, creating the color of a work of art and its mood, musical timbres also convey the diversity of the world, its images and emotional states.
(The student finds a detailed answer on page 117 of the textbook “Music”).
Teacher: Explain the expression: “Music is inseparable from the timbre in which it sounds.”
Student: Music consists of a variety of incarnations, and in each of them one can discern its own soul, unique appearance and character. Therefore, composers never create music that can be intended for any timbre; Each, even the smallest, work certainly contains an indication of the instrument that should perform it.
Student: …(your own answer)
Teacher: Let's look at Music Example 38, page 117 of our textbook.
A fragment from symphonic suite“Scheherazade” by Nikolai Andreevich Rimsky-Korsakov (Appendix 2, Appendix 3)
The composer indicated musical tempo Lento (slow), solo instrument – VIOLIN from the string family bowed instruments(it is shown in the illustration) and determined the character of the sound (expressively).
Teacher: What is known about the nature of the sound of a violin?
Student: Every musician knows that the violin has a special melodiousness, so it is often assigned melodies of a SMOOTH, SONG CHARACTER, with a special roundness of lines. (Our textbook, page 118, helps to remember previously acquired knowledge)
Notebook entry: The violin is melodious and song-like.
Listening to music: CD 2, No. 8. N. Rimsky–Korsakov, Theme “Scheherazade”, From the suite “Scheherazade”, fragment
Teacher: The violin has not only the ability to be melodious and song-like. She has many talents. What other ability does a violin have?
Student: The VIRTUOSITY of the violin is also known, its ability to perform the most rapid melodies with extraordinary ease and brilliance. (Our Textbook helps to reveal another ability of the violin).
We continue to write in the notebook: -virtuoso
Teacher: Indeed, this ability allows many composers to create not only virtuoso pieces for the violin, but also use it to convey sounds of a non-musical nature! Today we will listen to “Flight of the Bumblebee” from the opera by N.A. Rimsky-Korsakov "The Tale of Tsar Saltan". Let us recall the literary story about the flight of the Bumblebee.
Student: The angry Bumblebee, preparing to sting Babarikha, makes its famous flight. The sound of this flight, which the music reproduces with fine precision and great wit, is created by a violin melody so swift that the listener is truly left with the impression of a menacing bumblebee buzzing.
Teacher: Before listening to the music, let’s study Music Example 39, page 118. The fast tempo “vivace” - “live” is indicated. The rapid flight of sixteenth notes depicts the circling movement of the Bumblebee.
Listening to music: CD 2, No. 9. N. Rimsky–Korsakov, “Flight of the Bumblebee,” from the opera “The Tale of Tsar Saltan,” fragment
Teacher: The family of bowed string instruments also includes the CELLO. Appendix 5. The instrument is shown in the illustration on page 119. What do we know about the character of the cello's sound?
Student: The extraordinary warmth and expressiveness of the cello brings its intonations closer to a living voice - deep, excitingly emotional.
Notebook entry: Cello – warmth, depth of sound
Teacher: This amazing ability of the cello to sound unusually warm and expressive made it possible to perform vocal works in an instrumental arrangement. On page 119 there is an illustration of the instrument and the musical version of “Vocalise” by S.V. Rachmaninov, with a wide, all-encompassing, singing legato (an arc connecting sounds).
Teacher: Let's open the Diary of Musical Reflections, page 19. Read the assignment.
Student: Write the names of musical instruments. Indicate the groups of the symphony orchestra that these instruments belong to.
The task is being completed: “short ribbon” - enter the word “cello”, “long ribbon” - “string bow group”.
Listening to music: CD 2, No. 10. S. Rachmaninov, “Vocalise” (arranged for cello), fragment
Teacher: In our lesson we will also hear the timbre of an instrument from the woodwind family - the timbre of the FLUTE. Appendix 6.
An illustration of it is presented on page 120 of the textbook. Where there is lightness, elegance and grace in music, there the flute reigns. What do you think is characteristic of the flute's timbre?
Student: The sophistication and transparency of timbre, combined with its inherent high register, give the flute both touching expressiveness (as in “Melody” from K. Gluck’s opera “Orpheus and Eurydice”) and graceful wit.
Teacher:“Joke” by I.S. Bach from Suite No. 2 for orchestra is an example of such an elegantly humorous sound of the flute. In Music Example 41 we will see an “openwork”, “fluttering” musical notation of the score for the flute.
Teacher: Let's reopen the Diary of Musical Reflections, page 19. Let's continue the task. Which musical instrument or symphony orchestra group will you include?
Student:“Short ribbon” – enter the word “flute”, “long ribbon” – “woodwind group”.
Listening to music: CD 2, No. 11. I.S. Bach, "Joke". From Suite No. 2 for orchestra, fragment
3. Conclusion
Teacher: The musical material of the lesson has been studied. What can be concluded?
(Students determine the conclusion of the lesson independently and with the help of the studied text material from the textbook)
Among them:
- Each musical instrument has its own timbre
- Musical timbres can be compared to colors in painting
- Timbre helps to “see” the musical hero
- Music is inseparable from timbre
- ...(Your answer)
Writing in a notebook: Each musical instrument has its own timbre(or recording the output of what was previously voiced)
4. Homework
Diary of musical observations (P.18)
Teacher: During the lesson, you expanded your knowledge of timbre and listened to music performed by the violin, flute, and cello. Let's read in the Diary of Musical Observations, page 18 of the task.
1. What instrumental timbres would you give various sounds nature?
The overflow of sea waves...
Nightingale singing...
2. Is it possible to “voice” silent nature, to endow it with its own timbre?
wild flower…
mighty tree (oak)…
(Due to the fact that the task is determined within the framework of studying the material only this lesson, that is, the timbre of the violin, cello, flute, then the answers are already heard in the lesson. At home, all that remains is to write down the answers.)
5. Vocal and choral activities
Diary of musical observations, P. 72. “Violin”, Poems by I. Pivovarova, Music by M. Slavkin
Teacher: So, in our lesson:
- we have expanded our knowledge of timbre
- learned to listen and distinguish the timbre beauty of the violin, cello, flute
- read musical texts in a textbook;
- learned to sing beautifully and correctly
- reviewed homework.
Thanks for your creativity in class!
10. Special remedy
We became acquainted with almost all means of musical expression. But there is one more special thing left. And it relates not only to music, but also to physics. Let's think about what other properties each sound has, besides height and duration. Volume? Yes. But there is another property. The same melody can be played on the piano, violin, flute, and guitar. Or you can sing. And even if you play it on all these instruments in the same key, at the same tempo, with the same nuances and strokes, the sound will still be different. With what? The very color of the sound, it timbre.
Remember overtones? These are the ones that mainly influence the timbre. Each sound is a vibration of air in the form of a wave. Along with the main tone, the pitch of which we hear, it includes overtones that give this wave a special color - timbre. Can sound be without overtones? Yes, but it can only be obtained in special laboratory conditions. And it sounds pretty disgusting. There are no such sounds in nature; it is brighter and more beautiful.
Having studied and decomposed timbre waves, scientists have invented a synthesizer that can create new timbres and imitate existing ones, sometimes quite successfully. Of course, artificial synthesizer tones cannot replace live voices and instruments. But modern music life is no longer possible without a synthesizer.
This is what some sound waves look like:
But what do these physical graphs have to do with musical expression? Very big. Voices are for a composer like paints are for an artist. How many different tones do you think there are in symphony orchestra? At least twelve (and many more instruments). And in large, expanded orchestra compositions there can be more than thirty different timbres (and more than a hundred instruments). But that's only clean timbres of individual instruments. Just as artists mix paints to create new colors and shades, composers often use mixed timbres, combinations of various instruments.
How many timbres can there be in piano music? Only one piano timbre. If orchestral music can be compared to an oil painting, then piano music this is a pencil drawing. But great artists master the pencil so well that they can convey the smallest shades in black and white pencil drawings and create the illusion of colors. Great pianists know how to create the impression of a large colorful orchestra on their “black and white” instrument. And in terms of the subtlety of conveying the smallest nuances, the piano is even superior to the orchestra. Some pianists talk about different piano tones and teach how to play with different tones. And although this is not entirely true from a physical point of view, we can indeed hear these different timbres. Because art is a miracle, and a miracle can contradict the laws of physics.
Why is timbre a special means of musical expression? Because the nature of this expressiveness is special, not the same as that of other means. Melody, harmony, mode and rhythm ours main means, the “face” of music depends entirely on composer. The texture and register depend on the composer, but not always. You can process a piece of music without changing its “face,” but by changing registers and texture. Pace, strokes, dynamics may be specified by the composer, but very much depend on performer. It is precisely because of the tempo, strokes and dynamics that each musician makes the same pieces sound slightly different. A timbre depends on the tool. Only the choice of instrument depends on the composer, and its beautiful sound depends on the performer.
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