Al\u27Riq: The Arab Tambourine

The riq (plural: riqat) is a small tambourine measuring 22cm - 25cm in diameter and approximately 5cm - 7cm in depth. The instrument consists of ten pairs of brass, bronze or copper jingles inserted equidistantly around the frame in two rows, held in place by metal pins. It is traditionally fitted with a natural skin head, usually fish, however modern riqat often utilize a variety of tuning systems, making the use of synthetic skins possible. Several names for the instrument exist historically. Historical variations of the riq appear frequently in Islamic art. The riq is performed with exceptional dynamic contrast with unique ornamentations. The instrument is a mainstay in the takht, firqah, and Firqat Al-Musiqa Al-`Arabiyyah ensembles, as well as a number of other traditional ensembles. The performer of the instrument often assumes a leadership responsibility in Arab ensembles. The traditional performance context of the riq remains largely in the Arab world, with few exceptions in the West. With reduced opportunities to perform the riq in its traditional context, solo and percussion ensemble repertoire for the riq are increasingly popular, composed mainly in Western styles with Arab subtleties

A multiple case study of high school perspectives making music with code in Sonic Pi

The purpose of this study was to investigate perceptions of high school students who made music with code in Sonic Pi. This qualitative multiple case study focused on individuals in an extracurricular club at a public charter high school who volunteered to participate on-site and remotely asynchronously via Canvas learning management system. This study was guided by five research questions, including: (1) What musical ideas, if any, do participants report learning or demonstrate through making music with code in Sonic Pi? (2) How does making music with code impact participants’ perceptions of their music making? (3) How does making music with code impact participants’ perceptions of their ability to learn to make music? (4) How does making music with code impact participants’ interest in music courses? (5) How does making music with code impact participants’ interest in computer science courses? Participants completed research study materials, including a series of tutorials for Sonic Pi. Data included answers to questionnaires and surveys, multimedia artifacts including the source code and exported audio of participants’ music making, and interviews of participants that were codified and analyzed in two cycles, utilizing descriptive coding, values coding, and longitudinal coding. Participants’ code and multimedia artifacts revealed a close alignment to the four properties of sound, including: pitch, duration, intensity/amplitude, and timbre. Participants’ artifacts revealed themes and demonstrated ideas extending beyond the four properties, including: form, non-traditional music notation, and randomization. Participants all agreed their coded artifacts are music. Additionally, participants’ varied responses about musicianship and composers suggests that making music is something anyone can engage in, regardless of how one identifies themself. All participants agreed that Sonic Pi is a useful tool for learning and understanding musical concepts and that Western staff notation is not required knowledge for making music. Participants’ interests in music or computer science courses were impacted by their prior experiences in music and/or coding. This study concludes with a discussion of themes based on the findings