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The Setar: Supreme in Persian Classical Music

This article is one in a series of reports on the fascinating variety of musical instruments that audience members and students encounter through Center for World Music programs.

 

The setar is a Persian (Iranian) stringed instrument with a small, pear-shaped soundbox and four metal strings. Its name means “three strings.” A fourth drone string was added about 150 years ago by the mystic Moshtagh Ali Shah. The drone string is called the sim moshtagh (Moshtagh string) by many prominent tar and setar players. This modification gave the delicate instrument a “bigger” sound and more complex tuning possibilities.

The resonating box of the setar is attached to a long neck with twenty-five gut frets. The soundbox is made from mulberry wood, while the neck comes from the walnut tree. The instrument has a melodic range of just over twenty scale degrees. Although it is traditionally played with the right index fingernail, in the past three decades, two distinguished master performers, Mohammad-Reza Lotfi and Hossein Alizadeh, have introduced new techniques to give setar playing a whole new life.

Mohammad-Reza Lotfi

Mohammad-Reza Lotfi playing the setar.

Today the setar is generally considered the supreme instrument for performing Persian classical music. Due to new playing techniques, its evolution, and new approaches to melodies within Persian classical music boundaries, the setar has opened the door to contemporary compositions.

It is hard to believe the setar was nearly forgotten during the nineteenth and early twentieth centuries due to the tar‘s increased popularity. A similar but larger instrument with a fuller sound, the tar is double-chambered with three sets of double strings with the same fretting on its neck as the smaller, more delicate setar.

Hossein Alizadeh

Hossein Alizadeh playing the tar.

In 1984, a pivotal recording of a setar solo performed by the master Mohammad-Reza Lotfi brought the smaller instrument to the attention of a new generation of Persian classical music enthusiasts. Indeed, Lotfi’s historic album, in memory of the great musician Darvish Khan, enticed many young instrument makers and musicians to fall in love with the sound of the setar. Thus a new generation of setar makers and players has recently emerged.

Updated and expanded: March 9, 2021

 

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Center for World Music Awarded NEA Grant for World Music in the Schools

On Wednesday, May 6, 2015, the National Endowment for the Arts (NEA) announced that it will make a $55,000 award to the Center for World Music to implement world music and dance instruction in San Diego schools. The award was among 1,023 awards totaling $74.3 million made by the NEA nationwide in this funding round.

The grant was the largest grant for arts education awarded in the San Diego area, and the third largest in California.

NEA Chairman Jane Chu said, “The NEA is committed to advancing learning, fueling creativity, and celebrating the arts in cities and towns across the United States. Funding these new projects like the one from the Center for World Music represents an investment in both local communities and our nation’s creative vitality.”

For more, see our press release.

The Karimba Mbira of Zimbabwe

This article is one in a series of reports on the fascinating variety of musical instruments that audience members and students encounter through Center for World Music programs.

 

The mbira is a hand-held musical instrument that evolved in sub-Saharan Africa. In its many different forms, it is capable of producing both intimate singable melodies for meditation and vigorous percussive rhythms for dance. It can be used to delight and entertain, or it can be used to lend solemnity to religious ceremonies. Made from a small block of wood, with rows of tuned metal strips (lamellae) attached, the mbira naturally produces a subdued soft tone that can be amplified by placing it inside a large hollowed-out calabash gourd resonator (deze).

The mbira can be played as a solo instrument or as part of an ensemble, with other mbiras or with drums (ngoma) or rattle shakers (hosho). When two mbiras are played together, each renders a different but complementary interlocking musical part (kushaura or kutsinhira). As a native-trained teaching artist, I currently teach a type of solo mbira from Zimbabwe—the karimba—in the San Diego K-12 public schools.

Garit Imhoff, World Music in the Schools Teaching Artist

See the mbira in action on YouTube. Also, San Diego students playing the Zimbabwean karimba.

View Teaching Artist Garit Imhoff in performance with Zimbeat on YouTube.

The Tabla: Paired Drum of South Asia

This article is one in a series of reports on the fascinating variety of musical instruments that audience members and students encounter through Center for World Music programs.

 

The tabla is a paired drum set from the northern regions of South Asia (North India, Pakistan, Nepal, Bangladesh, and parts of Afghanistan).  Consisting of a high drum (dayan) and a low drum (dagga or bayan), the tabla is played with the fingers, using a variety of different strokes and hand positions, to produce up to twenty different sounds.  Each of these sounds in turn has a name, or a syllable.  Together, these syllables (for example: ta, tin, dha, dhin) are used pedagogically as a rhythmic solfège—the syllables are sung to the student in order to teach rhythmic phrases, which are then reproduced on the drums.

Although the tabla was invented and popularized in the Mughal courts of Delhi approximately 300 years ago, the systems of music it stems from are over two thousand years old.  The tabla, in a sense, is a modern instrument that reflects South Asia’s embodiment of the ancient and the new—it has both Hindu roots and an Islamic Mughal past while continuing to thrive as a vibrant tradition, both within the contexts of North Indian Classical music as well as in the global musical landscape.

—Miles Shrewsbery, World Music in the Schools Teaching Artist

See the tabla in action on YouTube: Tabla Legend Ustad Alla Rakha | Interview with Zakir Hussain (Alla Rakha’s son) | Miles Shrewsbery Tabla Solo

Learn more about Teaching Artist Miles Shrewsbery and his music at tablamiles.com.

Spotlight: Persian Classical Musician, Kourosh Taghavi

San Diego Participant Observer, March 12, 2015

Kourosh Taghavi, master of Persian classical music and pillar of the CWM’s World Music in the Schools program, is featured in an article by Amanda Kelly.

Kourosh Taghavi, instrumentalist, vocalist and Persian classical musician boasts a passionate approach to music that has impacted audiences around the world. His collaborative projects with master musicians and local cultural organizations work to fulfill his lifelong dream to promote Persian classical music. . . .  “It is a very holistic approach to music instead of just notation and sounds,” he says. “Your daily life is so attached to your music and your music is so attached to your daily life they are almost inseparable.”

Read the full article here.

The San Diego Participant Observer is published online by the Worldview Project.  It is a great source for keep up-to-date on cultural goings on in San Diego and environs. Thanks to Tom Johnston-O’Neill and the dedicated crew at the Worldview Project for their support of World Music in the Schools and other Center for World Music projects!

Great Ted-Ed Video: How Playing Music Benefits Your Brain

Here’s an excellent (and cute!) Ted-Ed animated video on the benefits of playing musical instruments.  Well-worth five minutes . . .

When you listen to music, multiple areas of your brain become engaged and active. But when you actually play an instrument, that activity becomes more like a full-body brain workout. What’s going on? Anita Collins explains the fireworks that go off in musicians’ brains when they play, and examines some of the long-term positive effects of this mental workout.

View at Ted-Ed.

The Agogô: Yoruban “Double Bell”





The agogô is an instrument used widely in West Africa, Brazil, and throughout the world. The name comes from ágogo (AH-go-go) meaning “double bell” in the tonal Yoruba language and is onomatopoeia for the two sounds it makes. In my classes for the Center for World Music we use the Afro-Brazilian agogô (ah-go-GO).

The agogô is a type of handbell similar to our cowbell. It has two or more bells attached to a handle and is played with a wooden stick. The bells can be made of metal, castanhas-do-Pará (Brazil nut shells), coconuts, gourds, wood, or large seeds. The agogô is found in a variety of Afro-Brazilian musical styles including maracatu, maculelê, batucada of the samba schools, afoxé, songs of capoeira, and more. It is used in ceremonies and rituals of the Afro-Brazilian religion Candomblé.

—Stefanie Schmitz, World Music in the Schools Teaching Artist

Agogôs in action on YouTube:  Demo with Stefanie | A Four-Toner in Brazil |  Brazil Nut Shell Agogô

More on Stefanie: StefanieSchmitz.net

What Childhood Piano Lessons Did to You

More news about the developmental benefits of music education for children . . .

The study by the University of Vermont College of Medicine found that even those who never made it past nursery rhyme songs and do-re-mi’s likely received some major developmental benefits just from playing. The study provides even more evidence as to why providing children with high-quality music education may be one of the most effective ways to ensure their success in life.

Read at Mic.com.

California Public Schools Get Creative to Save Arts Programs

The plight of arts programs in California public schools, and its impact on children, was featured in the NBC Nightly News for December 17. The segment shows how Takio drumming–supported by community-based funding–helps to fill the gap in a San Francisco-area school.

Creative young minds, talented kids, who deserve help, but for them the school money just isn’t there anymore, the way it was for so many of us in things like the arts . . .

View at NBC Nightly News.

Worth a look, and some thought: would you consider taking a minute to support this kind of creative effort in San Diego?

Active Participation in Music Education Improves Academic Performance

Another good read on the value of music education, noting that the benefits are dependent on learning to play music, not just appreciate it . . .

In the study, which appears online in the open-access journal Frontiers in Psychology, the team showed that exposure to music lessons physically stimulated the brain and changed it for the better. However, simply being exposed to music education doesn’t seem to be sufficient, you have to also be actively involved.

Read more at MedicalDaily.com.