>> Thanks for sharing.
>> James said and, and Tomas or
Thomas said a song but James answered with a piece of instrumental music.
Which brings up the question, What is a song?
Well if we,
we generally around the world use term song to indicate any piece of music.
I suppose strictly speaking we should just stick with song as a term for
pieces that have lyrics.
So if we're talking about my favorite songs our learners
maybe horrified to know that I think, well this is a beautiful song.
We're going to play a really gorgeous song for you today by Schubert.
But if you were to ask me what are your favorite songs,
I would say Adele's Rolling in the Deep, would be one of them.
Hotel California, by the Eagles would be another and maybe my all time favorite,
again you'll be shocked, and I'll probably be, be fired by saying-
>> [LAUGH].
>> saying this, is the City of New Orleans by Arlo Guthrie.
Which brings up, and we use a little bit of that earlier in our course.
And it brings up a very interesting issue because, as a youth,
I would be schlepped back and forth between the east coast and
the midwest of the United States, crossing that area.
Going out to the farm fields of Iowa, where my mother had come from, and
my grandparents had farms out there.
So it's, acco, but what this, the point that I'm going to here is the following.
That, when we listen to any piece of music, whether its James' Shostakovich or
my City of New Orleans, the thing that really drives that I think often times is
not just the sound, its the memories that you have associated with it.
We tend to think of music being compartmentalized over here,
we have sound here, we have memory here, we have emotion over here.
That's not the way it works in the brain.
What happens is that it's this mosaic and
you have these associations you acquire instantaneously.
So we really can't separate out the musical experience from
the personal experience, they are there together.
So I say, what is your, what's the most moving song for you?
What's the most music, moving piece?
Well, that's why I think I like these, these particular sounds.
It's because all of the memories that flood in at the same time.
>> Very nice. Thank you.
All right.
Let's see what we have next.
We have Nicole Butt.
She says I am still confused about the intervals, interval ratios.
I understand that if you double a string length, you will get a pitch that is an,
is one octave higher than the original pitch.
I.e.
C to the next C on the piano.
I do not understand what a fifth is, or
how that interval relates to the keys of a piano.
>> So before James takes it, this one.
Because he's got the fiddle there and he should answer.
If if was it Nicole?
>> Nicole, yes.
>> Right, if Nicole is confused, so are we.
>> [LAUGH] >> In, in some ways.
It's tricky, it's difficult to explain.
A lot of things in music,
>> [COUGH] >> are kind of counterintuitive and
difficult to explain but we'll do, do our best.
And I think James is going to maybe he's-
>> All right. >> I see his fiddle there.
So he may be able to help us.
>> Well Nicole so actually if you have a string length,
let's say let's just go with this open string here, A.
[SOUND] Then I'll go, I'll move my hand up here and
play another A that'll be an octave higher.
[SOUND] You see that by putting my finger down here I've actually
made the length of this string now half of what it use to be.
because it use to just resonate without anything touching the string, so
it was just the full length.
And now.
[MUSIC]
So by putting my finger here, I've stopped this half of a string from vibrating.
So now it's just vibrating from here to the end.
So actually the string length is now half and the octave, well,
we went from an A to an octave higher A.
So the string length being halved, made the sound go higher by an octave.
But in a more general sense,
intervals are the difference between one pitch and another pitch.
So if we say, for instance in our musical alphabet is A, B,
C, D, E, F, G, if we say the interval of a fifth.
What we may, what we mean, broadly speaking,
is the interval between one note and five pitch excuse me, five pitches away.
So A, so a fifth away would be one A B C D E.