Rhetorical Analysis - Writing in Music Discipline - Essay Example

Rhetorical analysis: writing in music discipline Most researchers who research about writings discipline mainly seek to write about the connection between discursive and disciplinary practices. This field of rhetorical analysis research has been the common field that a large number of professional and scientific researchers are seeking to explore. However, researches on humanities and arts are currently very rare. Out of all known arts, scientists do not use the music genre because music is termed as an abstract phenomenon that is aurally perceived. In order to analyze the discursive practices of musicians, this essay focuses on metacritical statements of musicians about music writing instead of composing textbooks that can be produced in the same field. The use of metacritical data, identification and correlation of unique discursive practices done in music genre are carried out to the evidence of the music study. The field of using music instead of textbooks involves a number of written genres (Holt 34). However, criticism of music has a very long history of influences and field specific debates. Musicians make use of the application of “criticism” label to journalistic recordings and concerts accounts, hermeneutic discussions of issues or compositions in the field, and theoretical analyses of the compositions. This theoretical analyses focuses on various statements that explains what music criticism should be or is. These statements, which are mostly written by American and English musicians for more than two centuries, has many insights into perceptions of musicians of what it means to compose music criticism in various musical communities. To familiarize non-musicians to musical communities and music criticism, one part of this analysis gives a brief discussion of the history of writing in music genre, gives an introduction of metacritical texts, and gives a summary of all essential issues that are found in using music (Lobanova and Kate 49). Another part of the essay analyzes the perceptions of the audience and a discussion about the intricate formulations about the community that is found in the music field. For quite a number of centuries, writing in music genre has remained to be a determining factor that shapes our literary landscape. In the entire history of art, authors and critics alike have highly been referring to music in the field of literature: especially poetry, which is usually termed intrinsically “musical”. This is based on the attention of the qualities of words of the sonic although there are historical and conceptual differences between these two forms of art. Studies point out that, both poetry and music originated from the same origin of incantation or chant. These two types of arts are alike based on the sense that the two are presented using the hearing sense, require time for their development, and require a sound memory for comprehension (Preston 45). However, they are different in that, music has scientific and mathematical origin, while poetry has rhetoric and grammar origin. Mathematical and music experiences are seen as subconscious actions in our daily quest for the meaning of our life. It is good to understand that writing in music make human beings human. All cultures make their own music. In addition, all ancient cultures made their own music too. One of the oldest man-made instruments was musical instruments. Comparing music with writing and reading, you will find that the early forms of reading and writing only lasted for less than 3500 years and a large number of cultures have abandoned writing and reading. Additionally, many scientists have identified that music causes many positive effects to the brains of human beings that reading and writing (Clark and Trudy 92). Music sticks to our brains very easily that reading. For instance, one does not need to go to school to understand a music, you just sing and understand it. Music fills the mind of the singer with all types of feelings and memories when he or she hears the tunes more than if you could simply read the words. Music gets deeply under the skin of the listener, creates strong memories and strong feelings. Music can be referred as a language by its own and is a language to all human beings. Music is used as a language when the ordinary language is of limited use. For instance, most countries remember the important events through the use of music. The reason why writing in music genre is that it says a lot of things that writers cannot say in words. Professions need music to talk about things that they cannot say in other forms. For instance, music should be used in situations of great joy. In situations of great sadness, music should be used to. In fact, people need music wherever they have a very important thing to pass to the audience. Therefore, it is important for learners to learn about music (Ruppert 56). The more people learn, the more they are able to say what they want to communicate and this the same thing with music. When people learn about music they are more able to say what they want to communicate in music. This is to say that, the more people learn about music, they become more able to communicate things that cannot be said in words. However, this is not all, when people learn about music also understand what it entails to be a human being. Almost everyone enjoys music by either singing, listening to it, or even playing musical instruments. Ironically, despite this universal interest, almost all schools have almost done away with music education programs (Clark and Trudy 94). With learning institutions doing away with not only this enjoyable subject, but also a subject that is highly helpful in the lives and education of students is a great mistake. For instance, music more than writing and reading helps learners to develop their reasoning and language. Students who receive musical training are able to develop areas of their brains that are related with reasoning and language. Music can also be used by students as a mastery of memorization, a skill that serves them even beyond education (Preston 67). Writing in the music discipline also helps students to promote their craftsmanship, thus creating good work in other than mediocre works. Lastly, music brings success in the society. This is because this writing genre is the fabric of our society and it can shape the character and abilities than writing reading. For instance, students who take in orchestra and bands are less likely to be found abusing substances over a lifetime. Educating students using musical writing greatly contribute to the intellectual development of the students. Students who learn through music learn pattern recognition and have good emotional development. Musicians are more emotionally developed compared to other people and they have empathy to other cultures. Additionally, they tend to cope better with anxiety and have high self-esteem. The help of music enables students to develop their pattern-recognition and math skills. This is because playing music provides repetition in the format of fun. Looking at the above discussed benefits of music genre over other writing genre, education administrator should be highly encouraged to introduce music to the education curriculum. Conclusion The survey of writing in music genre rendered a higher support for this type of genre. Prominently, the analysis of websites and textbooks revealed that writing in music has numerous benefits compared to writing and reading. Further studies can encourage education administrators to introduce music in education programs. Perhaps the statements in this paper assert that writing in this discipline has many benefits that help people communicate the things that cannot be communicated in words. . This field of rhetorical analysis research has been the common field that a large number of professional and scientific researchers should seek to explore. Works cited Clark, Gilbert A., and Trudy Wilson. "Screening and identifying gifted/talented students in the visual arts with Clarks drawing abilities test." Roeper Review 13.2 (2007): 92-97. Holt, Fabian. Genre in Popular Music. Chicago, Ill. [u.a.: Univ. of Chicago Press, 2007. Print. Lobanova, M, and Kate Cook. Musical Style and Genre: History and Modernity. Amsterdam: Harwood Academic, 2010. Print. Preston, David S. The Idea of Education. Amsterdam: Rodopi, 2005. Print. Ruppert, Sandra S. Critical Evidence: How the Arts Benefit Student Achievement. National Assembly of State Arts Agencies. 1029 Vermont Avenue NW, Washington, DC 20005, 2006. Read More