Conferencia Understanding Musical Schemata Across Musical Cultures por Panayotis Mavromatis (Resumen)

En el marco del Taller Science Art & Cognition 2018, el PhD Panayotis Mavromatis (Universidad de Nueva York), dará la conferencia titulada “Understanding Musical Schemata Across Musical Cultures” el viernes 28 de septiembre.

—–Para conocer el programa del taller haz click aquí—–

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Abstract

Understanding Musical Schemata Across Musical Cultures

Musical schemata, or patterns of varied repetition, have recently been shown to play a central role in music composition and improvisation, and are received increasing attention in music theory, historical musicology, ethnomusicology, and music information retrieval. For example, Treitler (1974, 1975), Hucke (1980), and Nowacki (1985, 1986) have studied formulaic structure in medieval plainchant and have related it to questions of oral transmission. Gjerdingen (1988, 2007) has demonstrated the pedagogical and communicative significance of schematic patterns in the galant style of eighteenth-century Europe. Seeger (1966), Shapiro (1972, 1975), and Cowdery (1984, 1990) have studied melodic families in Western folk song, and more recently Volk and collaborators (2012, 2016) have explored similar questions in a computational framework. Richard Widdess (2011) has identified schematic patterns in orally transmitted devotional songs of Nepal. And the present author has developed a computational model of formulaic structure in modern Greek church chant (Mavromatis 2005, 2009). In this talk, I suggest that diverse manifestations of schema-based variability in music can be accommodated within a common formal and computational framework of musical schema theory that draws on general cognitive schema theory (Rumelhart 1980, Schank and Abelson 1977) and on various aspects of previous music studies. Thus, behind the diversity of musical practices and attitudes, one can glean patterns of structure and behavior that could in principle be traced to a common origin, namely properties of memory and learning. The latter, though diverse in their cultural manifestations, nevertheless rely on the common biological underpinning of the human brain with its very specific capabilities and limitations.

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