At 11:09 AM +0200 7/02/02, jef chippewa wrote: > >but this, the idea of using "mathematical" to learn a 5-let [2+3], >and the possibilities of regional and national differences in >dialect, intonation and word accent patterns, reminds me of a story >a prof at my old university once described to me about how one of >his students [thought s/he learned] learned triplets. in the >following, each number syllable has the duration of an 8th note >[without triplet values]: > > one-two-three-[8th rest], one-two-three-[8th rest]...
I once played in a new dance performance, where the work was choreographed and rehearsed to "counts of eight", or counts of whatever worked with the music... or so the choreographer told us! When we started to put the orchestra together with the dancers, one extended section in 7/4 was not working, as we kept finishing before the dancers were finished. After about an hour (I'm not kidding!) of wasting everyone's time trying to figure out what was wrong, the choreographer, tried beating counts while the orchestra played, and this is what he counted: "ONE, two, three, four, five, six, se-ven, ONE, two, three..." etc. He had choreographed the whole darn thing in EIGHT, never realizing that he was counting "seven" with two syllables! Even if he had used eights with accents (as some iron-minded choreographers have been know to do) it would have worked out, like "ONE, two, three, four, five, six, seven, EIGHT, one, two, three, four, five, six, SEVEN, eight, one, two, three, four, five, SIX, se-ven..." etc. All the musicians (and even a bunch of the dancers) were slapping their foreheads in frustration, as he continued to insist that HE was right and the orchestra (and the composer and the conductor and everyone who had ever used a seven-beat measure in the past) were all WRONG. Well, I can smile about it today. 8-) Christopher _______________________________________________ Finale mailing list [EMAIL PROTECTED] http://mail.shsu.edu/mailman/listinfo/finale
