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- QUESTION
The number of different musical ideas you hear in the piece (can we say that there are two ideas A and B? Or is there only
one?) The timings (start and stop times) of the different sections of the piece. (Hint: Listen for changes in musical ideas and timbre, or for points when one instrument gives way to another.) How the following elements contribute to unity and variety in the sections you identified (give timings): Dynamics: Where does the music get louder or softer? Is there any apparent reason for those changes? Timbre: Where do different instruments take over the melody? Pitch: What is the general pitch level of the piece? Are there wide variations in pitch level? Although there are sections that feature one instrument over others, do you think this is a piece for a solo performer or for an ensemble? List of the characteristics of the musical style closest to the one this piece exemplifie&U’vntini8Elass titled Folk Music, Art Music, and All That Jazz) Do you think this piece serves (or could serve) a specific purpose? 3o to Settings tr
Does this piece have any specific connotation(s) for you?
Subject | Music | Pages | 3 | Style | APA |
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Answer
Analysis of Cherry Pink and Apple Blossom White
Cherry Pink and Apple Blossom White is the English version of the composition Cerisiers Roses et Pommiers, which was originally written in 1950 and performed in 1955 by Perez Prado in an orchestra. This creative and somewhat genius musical piece features an artistic design that highlights exemplary application of unity and variety. This paper seeks to critically assess the musical piece and identify various characteristics of music in the masterpiece.
Essentially, the piece has two musical ideas. One of them is the rising and falling Jazz trumpet tune before the melody resumes while the other is notably of a different tone color and without a trumpet after the melody breaks. Notably, the first idea starts at 0:04 up until 0:44 as the second idea takes charge from 0:45 straight to 1:02, releasing the song to other instruments in the piece. As in 0:45 – 1:01, the trumpet is not played, giving room for other instruments – which illustrates variety in the piece. As the trumpet resumes in the rest of the piece, the composer illustrates the importance of each instrument in the whole music – showing unity.
What is more, the dynamics are cleverly intertwined to the rhythm of the piece, creating a tranquil synchronicity of the instruments used. The piece is at its loudest peak as it begins and when the trumpet reaches the climax. This is cleverly followed by the entrance of harmonious musical instruments that relaxes the rhythm of the music. All this, not to mention the timbre of the piece, which is perfectly disheveled to take over the melody along with the trumpet’s tone that colors the music. The general pitch of this piece can simply be categorized as medium. Nonetheless, the pitch changes significantly in certain parts of the music, especially as it opens and when it closes.
In addition, it can easily be noted that the trumpet holistically features more than any other instrument used in the piece. Despite this, this piece could hardly be performed by a solo performer, specifically due to the unity that the variety of the instruments brings to the whole piece, making it better when performed by an ensemble. This musical style – often categorized as Jazz music – has major features including; blue scale, instrumental brakes, stabs on bass, swung rhythms, as well as the 12-bar blues chord used in this piece. On a later part of the piece’s long life, it was turned into a mambo and used as the theme song to the film Underwater. More like these proprietors, I believe the song would be perfect for a theme song of a romantic film or a dancing song specifically for couples. This is majorly since the piece drives in me a deep connotation of a desire to dance with a loved one or someone I deem special; generally, it brings out the special feeling of love that is comparable to none.
References
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