Discussion Three (average 500 words for 10%) Fromthe previous Discussion Two, find another classmate’s submission to relate your fictional peoples’ music with, imagining these two peoples interacting

Classmate’s example:

In an ancient village far from the crowded city and people, there is a group of musicians that moved there to escape from the wars and reality. Hundreds of years have gone by, the village has grown into thousands of people. Villagers have never stepped out of the village in life. They have their own agriculture, language, and lifestyle. Everyone lives happily.

The language they communicate with is Music. They are fluent in polyrhythms, sayr, taqsim. Every sentence they speak is wonderful melodies. When they are having a nice conversation, it sounds like an R&B song. When they are arguing, it sounds like Rock n Roll.

In school, all the subjects are related to music. In the morning, students will attend singing classes. They will learn different types of singing techniques (breath into your ribs, bass, high pitch). Then, students will choose which instrument they would like to learn for the day. For example, they will learn daff consists of a frame covered in stretched goatskin, with rows of metal rings or chains that add a jingling effect. In the afternoon, they will have handcraft classes. It allows them to make their own instrument. For example, making a guitar requires wood, metal/plastic strings, sandpaper, glue and etc. Students will prepare all the materials needed then follow the teacher's demonstration step by step. These courses will open up their music cells and grow into a musician.

This village is also very religious. They believe in the God of Music. Music is within their blood and soul. Every morning, they would wake up and pray to the God of Music. Each household has its handmade musical instrument that has been blessed by the pastors. Some of the popular instruments are tar, ney, zurna, piano, saxophone, guitar, and riqq. When a child turns eighteen, their parents will hand them with an instrument they made from scratch and blessed by the pastors. This is very important in their culture. It represents their faith and loyalty to the God of Music. There will also be a huge ceremony for the celebration of receiving the most important thing in their life. The entire village will gather up and each person plays their own instrument; together they make the most wonderful song. They believe that if they fail to do so, it is the biggest sin and punishment will be made by the God of Music.

My previous work:

Maui is one of the Islands in the United States that has a limited number of inhabitants. Despite the limit in the population, they have a rich culture that is associated with Music. The main focus of this study is to have an analysis of their musical life by looking at their performance techniques and their beliefs.

They made use of instruments that were divided into percussion and vocalization. The tone that they could use in their Music was mainly influenced by whirling sound from winds and the smooth songs from the wind. The diet they consumed also played a big role as some musical instruments could be made from the raw materials. For instance, due to their proximity to the sea, they would hunt on whales as a meal and then use the skin to make drums that made Music more interesting.

The inhabitants of the island take the issue of rituals very seriously. They had a belief that their gods were pleased with smooth Music from the women. Anytime they would need rain, women would compose songs, and if it rained, they would attribute that to the fact that the gods were pleased by the musical sacrifice.

One of the instruments that they loved was the aerophone. When blown, it would produce a breezy sound that was very smooth, just like the one produced by tall grass or trees. The instrument was spiral and conical, whose length was three meters with holes in various places to enable fingers to hold it properly. The fingers could be moved through the aerophone, which would provide various pitches. It would promote a harmonious tone.

Not every woman would just sing for the gods. Those tasked with that responsibility would be highly trained mainly on the use of chorus and Orchestra (Carter, 2017). The Orchestra was simple and made it easy for many women to participate. Every woman would be given the opportunity to select the kind of instruments he would like to play. They were also supposed to choose whether they would participate in the Orchestra or chorus. This meant that the men would always support the women by acting as the audience and making sure that all the required instruments are available (Trevarthen, 2018). They would respond to the fantastic tune of the Music by clapping hands and kneeling when need be. The men could also lite a fire and make sure that as the Music continues, the fire continues to blaze.