Klarinet Archive - Posting 000828.txt from 2000/05

From: Bill Hausmann <bhausman@-----.com>
Subj: Re: [kl] Tone -- a neurological approach
Date: Thu, 18 May 2000 06:14:55 -0400

At 08:49 AM 5/18/2000 +0100, Roger Shilcock wrote:
>
>2 quick points:
>1) What's to stop the student asking the teacher what he/she means by a
>"dark sound"? It may actually be demonstrable;
>2) It's quite difficult to remember the various qualities of a number of
>essentially similar sonic episodes in succession. It's hardly suprising
>that the audiences proved to be suggestible when asked to compare them.
>
The nearest thing to "suggestibility" I see in the experiment is that the
listeners were led to believe there actually ARE defineable characteristics
such as "dark" and "bright," although they were given no clue at all as to
what they meant, and were not allowed to compare their ideas with what
OTHERS might think they meant. Clearly, THEY knew what they THOUGHT the
terms meant, and so did the players. The complete LACK OF AGREEMENT on
what they meant is what proves Dan's point.

A teacher can demonstrate what he/she considers a dark sound, but that will
not necessarily correlate at all with what some OTHER teacher will think is
dark. The term will have meaning only within that first student-teacher
relationship.

Bill Hausmann bhausman@-----.com
451 Old Orchard Drive http://homepages.go.com/~zoot14/zoot14.html
Essexville, MI 48732 ICQ UIN 4862265

If you have to mic a saxophone, the rest of the band is too loud.

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