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Laya and Layakari

The most important part of rhythm in Hindustani Music is the Laya (Speed or tempo). The simplest implication of Laya would be: “the number of beats played in the time period of a single beat” which essentially signifies the time between two bols.

Layakari (kari means “to do”) is just the implementation of various Layas. The best way to understand Layakari is to go through the various types of Layakaris that are played. Note that the meaning of some complex layakaris are slightly disputed among scholars, but that shouldn’t be a hurdle to our understanding

Types of Layakaris

Thah Laya (ठाह)
Playing one bol in each matra is the simplest of Layakaris. A certain Laya is fixed by the accomopanying singer or instrumentalist, and one bol is playeed for each matra.

Dugun Laya
Playing two bols in one matra is called Dugun. Whenever this is written in notation form, the bols are shown as clubbed together by drawing a line under them – 1 2 3 4 5 6 7 8

Tigun Laya
Playing three bols in one matra is tigun – 1 2 3 4 5 6

Chaugun Laya
Playing four bols in one matra is called chaugun – 1 2 3 4 5 6 7 8


Read about TAAL - TEENTAAL

Teentaal (alternatively spelled tintal, teental, or tintaal, and also called trital; Hindi: तीन ताल) is the most common taal of Hindustani music, and is used for drut (fast tempo). It is symmetrical and presents a very simple rhythmic structure against which a performance can be laid. It is of 16 beats with 4/4/4/4/ pattern and 4 divisions.There are 3 claps(tali) and 1 gap(khali)


Some common ways practice is applied:

To learn how to play a musical instrument (musical technique)
To improve athletic or team performance
To prepare for a public performance within the performing arts
To improve reading, writing, interpersonal communication, typing, grammar, and spelling
To enhance or refine a newly acquired skill
To maintain skill
To learn martial arts; kata and sparring are common forms of practice
To master tasks associated with one's occupation (e.g. a cashier using a POS system)
How well one improves with practice depends on several factors, such as the frequency it is engaged in, and the type of feedback that is available for improvement. If feedback is not appropriate (either from an instructor or from self-reference to an information source), then the practice tends to be ineffective or even detrimental to learning. If a student does not practice often enough, reinforcement fades, and he or she is likely to forget what was learned. Therefore, practice is often scheduled, to ensure enough of it is performed to reach one's training objectives. How much practice is required depends upon the nature of the activity, and upon each individual. Some people improve on a particular activity faster than others. Practice in an instructional setting may be effective if repeated only 1 time (for some simple verbal information) or 3 times (for concepts), or it may be practiced many times before evaluation

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