DOCSLIB.ORG

Music Theory

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Music Theory Music Theory v. 1.0 This is the book Music Theory (v. 1.0). This book is licensed under a Creative Commons by-nc-sa 3.0 (http://creativecommons.org/licenses/by-nc-sa/ 3.0/) license. See the license for more details, but that basically means you can share this book as long as you credit the author (but see below), don't make money from it, and do make it available to everyone else under the same terms. This book was accessible as of December 29, 2012, and it was downloaded then by Andy Schmitz (http://lardbucket.org) in an effort to preserve the availability of this book. Normally, the author and publisher would be credited here. However, the publisher has asked for the customary Creative Commons attribution to the original publisher, authors, title, and book URI to be removed. Additionally, per the publisher's request, their name has been removed in some passages. More information is available on this project's attribution page (http://2012books.lardbucket.org/attribution.html?utm_source=header). For more information on the source of this book, or why it is available for free, please see the project's home page (http://2012books.lardbucket.org/). You can browse or download additional books there. ii Table of Contents About the Author .................................................................................................................. 1 Acknowledgments................................................................................................................. 2 Dedication............................................................................................................................... 3 Foreword................................................................................................................................. 4 Preface..................................................................................................................................... 5 Chapter 1: The Elements of Rhythm: Sound, Symbol, and Time ................................ 9 Durational Values: Symbols Representing Time in Music.......................................................................10 Pulse, Tempo, and Meter............................................................................................................................. 20 Music Notation Practices ............................................................................................................................ 32 Additional Information ............................................................................................................................... 43 Summary....................................................................................................................................................... 53 Chapter 2: The Elements of Pitch:Sound, Symbol, and Tone..................................... 54 Pitch and Pitch-Class ................................................................................................................................... 55 Chromatic Alteration: Accidentals............................................................................................................. 62 The Keyboard as a Visual Tool.................................................................................................................... 67 Register Designation, The Octave, 8va, and 8vb ....................................................................................... 72 Pitch Notation: Nomenclature and Solfége............................................................................................... 77 Moveable C-Clef; Other Clefs....................................................................................................................... 80 Summary....................................................................................................................................................... 86 Chapter 3: The Foundations Scale-Steps and Scales ................................................... 87 Scales and Scale-Steps ................................................................................................................................. 88 Heptatonic Scales: The Major Scale, The Three Forms of the Minor Scale............................................91 Solfége Revisited ........................................................................................................................................ 102 Heptatonic Scales: Introduction to Modes .............................................................................................. 106 Other Commonly Used Scales ................................................................................................................... 113 Summary..................................................................................................................................................... 120 Chapter 4: Key Sense, Key Signatures, and The Cycle of Fifths .............................. 121 The Sense of Key: Attributes..................................................................................................................... 122 The Cycle of Fifths as a Mnemonic Device .............................................................................................. 123 Relative and Parallel Keys......................................................................................................................... 124 Closely-Related Keys.................................................................................................................................. 125 Modes Revisited: Transposing Modes, Construction and Identification .............................................126 iii Chapter 5: Intervals.......................................................................................................... 127 Simple, Compound and Multiple Intervals.............................................................................................. 128 Interval Identification Procedure: The Two Evaluative Criteria ..........................................................129 The Interval Placement Diagram ............................................................................................................. 130 Interval Inversion ...................................................................................................................................... 131 Interval Construction Procedure ............................................................................................................. 132 Interval Identification and Construction Below a Given Pitch .............................................................133 Chapter 6: Chords ............................................................................................................. 134 Introduction and Definitions .................................................................................................................... 135 The Harmonic (“Overtone”) Series .......................................................................................................... 136 Triads: Four Types, Inversion, and Basic Symbolization ....................................................................... 137 Chord Labels and Primary and Secondary Triads .................................................................................. 138 The Conditional Status of Second Inversion Triads ............................................................................... 139 Introduction to Seventh Chords: Five Basic Types................................................................................. 140 Other Common Trichords and Seventh Chords...................................................................................... 141 Larger Chord Structures: Upper Dominant Discords and Non-Dominant Upper Extensions............142 Basic Chord Symbolization ....................................................................................................................... 143 Chapter 7: Basic Analytical Techniques: The Four Parameters.............................. 144 The Purpose of Analysis ............................................................................................................................ 145 Tonal Music: Expectation and Iteration .................................................................................................. 146 Roman Numeral Analysis (RNA)............................................................................................................... 147 The Figured Bass Tradition and its Use in Analysis ............................................................................... 148 Categories of Chord Progressions: Expectations in Tonal Harmony....................................................149 Chapter 8: The Cadence ................................................................................................... 150 Definition and the Sense of Closure in Music ......................................................................................... 151 Melodic Cadences....................................................................................................................................... 152 Final (Conclusive) and Non-Final (Inconclusive) Cadences...................................................................153 Harmonic Cadence Types.......................................................................................................................... 154 Procedure for Evaluating and Identifying Cadences.............................................................................
Load more

Recommended publications
  • The New Dictionary of Music and Musicians
    The New GROVE Dictionary of Music and Musicians EDITED BY Stanley Sadie 12 Meares - M utis London, 1980 376 Moda Harold Powers Mode (from Lat. modus: 'measure', 'standard'; 'manner', 'way'). A term in Western music theory with three main applications, all connected with the above meanings of modus: the relationship between the note values longa and brevis in late medieval notation; interval, in early medieval theory; most significantly, a concept involving scale type and melody type. The term 'mode' has always been used to designate classes of melodies, and in this century to designate certain kinds of norm or model for composition or improvisation as well. Certain pheno­ mena in folksong and in non-Western music are related to this last meaning, and are discussed below in §§IV and V. The word is also used in acoustical parlance to denote a particular pattern of vibrations in which a system can oscillate in a stable way; see SOUND, §5. I. The term. II. Medieval modal theory. III. Modal theo­ ries and polyphonic music. IV. Modal scales and folk­ song melodies. V. Mode as a musicological concept. I. The term I. Mensural notation. 2. Interval. 3. Scale or melody type. I. MENSURAL NOTATION. In this context the term 'mode' has two applications. First, it refers in general to the proportional durational relationship between brevis and /onga: the modus is perfectus (sometimes major) when the relationship is 3: l, imperfectus (sometimes minor) when it is 2 : I. (The attributives major and minor are more properly used with modus to distinguish the rela­ tion of /onga to maxima from the relation of brevis to longa, respectively.) In the earliest stages of mensural notation, the so­ called Franconian notation, 'modus' designated one of five to seven fixed arrangements of longs and breves in particular rhythms, called by scholars rhythmic modes.
    [Show full text]
  • Global Music Theory: Issues, Possibilities, and Fundamental Concepts
    Chapter 1 Global Music Theory: Issues, Possibilities, and Fundamental Concepts Global Musicianship: Imperative and Dilemma This book does not purport to constitute a theory for all music. It is not a work of ethnomusicology. Nor is it a study in natural science or mathematics, though it does draw on basic ideas from those disciplines, especially from acoustics and human perceptual theory. Those looking for validation of the concepts and methods in this book by means of formal proofs will likely be disappointed. Rather, this is a book by a musician for musicians, one that attempts to address an increasingly pressing problem in an age of what might be called “global musicianship”: how to offer a practical approach to analytical understanding that might be useful for a very wide variety of musics, and which is at the same time manageable for the purposes of music education, especially at the collegiate level. In the remarkable introduction to his book Analytical Studies in World Music, composer, theorist and ethnomusicologist Michael Tenzer astutely notes that: In coming years it is conceivable that we will want a world music theory … [and] it would have to be an umbrella set of practical concepts for teaching … The purpose of such a theory would be in the first place to start making sense of our complex cross-cultural musical selves and perceptions. We are often told of the world’s vast and rapid changes but rarely advised on how to make sense of them as musicians. A world music theory would be a response to economic and cultural transformation making it desirable for musicians to acquire competence not just passively hearing, but contemplating and integrating any music.
    [Show full text]
  • Articulation from Wikipedia, the Free Encyclopedia
    Articulation From Wikipedia, the free encyclopedia Examples of Articulations: staccato, staccatissimo,martellato, marcato, tenuto. In music, articulation refers to the musical performance technique that affects the transition or continuity on a single note, or between multiple notes or sounds. Types of articulations There are many types of articulation, each with a different effect on how the note is played. In music notation articulation marks include the slur, phrase mark, staccato, staccatissimo, accent, sforzando, rinforzando, and legato. A different symbol, placed above or below the note (depending on its position on the staff), represents each articulation. Tenuto Hold the note in question its full length (or longer, with slight rubato), or play the note slightly louder. Marcato Indicates a short note, long chord, or medium passage to be played louder or more forcefully than surrounding music. Staccato Signifies a note of shortened duration Legato Indicates musical notes are to be played or sung smoothly and connected. Martelato Hammered or strongly marked Compound articulations[edit] Occasionally, articulations can be combined to create stylistically or technically correct sounds. For example, when staccato marks are combined with a slur, the result is portato, also known as articulated legato. Tenuto markings under a slur are called (for bowed strings) hook bows. This name is also less commonly applied to staccato or martellato (martelé) markings. Apagados (from the Spanish verb apagar, "to mute") refers to notes that are played dampened or "muted," without sustain. The term is written above or below the notes with a dotted or dashed line drawn to the end of the group of notes that are to be played dampened.
    [Show full text]
  • AP Music Theory Course Description Audio Files ”
    MusIc Theory Course Description e ffective Fall 2 0 1 2 AP Course Descriptions are updated regularly. Please visit AP Central® (apcentral.collegeboard.org) to determine whether a more recent Course Description PDF is available. The College Board The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of more than 5,900 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success — including the SAT® and the Advanced Placement Program®. The organization also serves the education community through research and advocacy on behalf of students, educators, and schools. For further information, visit www.collegeboard.org. AP Equity and Access Policy The College Board strongly encourages educators to make equitable access a guiding principle for their AP programs by giving all willing and academically prepared students the opportunity to participate in AP. We encourage the elimination of barriers that restrict access to AP for students from ethnic, racial, and socioeconomic groups that have been traditionally underserved. Schools should make every effort to ensure their AP classes reflect the diversity of their student population. The College Board also believes that all students should have access to academically challenging course work before they enroll in AP classes, which can prepare them for AP success.
    [Show full text]
  • "Fixed Do": What They Are, What They Aren't, and Why "Movable Do" Should Be Used As the Basis for Musicianship Training
    "Movable do" and "fixed do": what they are, what they aren't, and why "movable do" should be used as the basis for musicianship training. PART I - SYSTEMATIC "Movable do" The "movable do" system is based on the understanding that the names given to the notes serve as reminders, to aid the singer in correctly establishing the distance between the various scale degrees. The syllables are: "do re mi fa sol la ti". In some common misrepresentations of this method, the seventh syllable is given as "si" instead of "ti". The latter is obviously a better choice, since it does not reuse the consonant "s". In the major-minor key system, central to the language of European art- music from 1700 to 1900, and still thriving in certain streams of popular music, chromatic alteration of the "natural" scale degrees comes about mainly because of modulation, in which the tonic note shifts to a new pitch, or else because of scale coloration, in which the new notes are used simply to vary the character of the prevailing scale without suggesting a change of tonic. The boundary between these two procedures is not always clear, but the "movable do" system addresses that line, however fine, in a way that leaves the perceptual and analytical processes open to productive discussion. When chromaticism is locally based, that is, without modulation, the solmization syllables are: ascending: do di re ri mi fa fi sol si la li ti do descending: do ti ta la le sol fi fa mi ma re ra do When modulation is involved, the system tends to grow progressively more flexible in its application and, as the harmonic style itself, more complex.
    [Show full text]
  • Introduction to Music Theory
    Introduction to Music Theory This pdf is a good starting point for those who are unfamiliar with some of the key ​ concepts of music theory. Reading musical notation Musical notation (also called a score) is a visual representation of the pitched notes ​ ​ heard in a piece of music represented by dots over a set of horizontal staves. In the top ​ ​ example the symbol to the left of the notes is called a treble clef and in the bottom ​ ​ example is called a bass clef. ​ ​ People often like to use a mnemonic to help remember the order of notes on each clef, ​ ​ here is an example. ​ Intervals An interval is the difference in pitch between two notes as defined by the distance ​ ​ ​ between the two notes. The easiest way to visualise this distance is by thinking of the notes on a piano keyboard. For example, on a C major scale, the interval from C to E is ​ ​ a 3rd and the interval from C to G is a 5th. Click here for some more interval examples. ​ ​ It is also common for an increase by one interval to be called a half­step, or ​ ​ ​ ​ semi­tone, and an increase by two intervals to be called a whole step, or tone. ​ ​ ​ ​ ​ ​ ​ Joe Rees­Jones, University of York, Department of Electronics 19/08/2016 Major and minor scales A scale is a set of notes from which melodies and harmonies are constructed. There are two main subgroups of scales: Major and minor. The type of scale is dependant on the ​ ​ ​ ​ intervals between the notes: Major scale ­ Tone, Tone, Semi­tone, Tone, Tone, Tone, Semi­tone ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Minor scale ­ Tone, Semi­tone, Tone, Tone, Semi­tone, Tone, Tone ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ For example (by visualising a keyboard) the notes in C Major are: CDEFGAB, and C Minor are: CDE♭FGA♭B♭.
    [Show full text]
  • Towards a Definition of 'Music'
    E:\M55\COURSES\musdef.fm 02-03-29 Towards a definition of ‘Music’ Taken from provisional course text ‘A Short Prehistory of Popular Music’ Philip Tagg, Institute of Popular Music, University of Liverpool, February-March 2002 What is ‘music’? ‘Music’: a culturally specific concept Although no society of which we have any knowledge has ever been without what we call music, the concept of music is by no means universal. Many cultures have no word equivalent to what we seem to mean by it. For example, the Tiv nation of West Africa and the Ewe of Togo and Eastern Ghana do not seem to have had much need to single out music as something needing a special word of its own any more than we Brits seem to be in need of three different words for the basic types of snow, each of which the Inuktitut language refines conceptually into several sub- categories.1 To be fair, it should be said that the Ewe do actually use the English word ‘music’, but only as an untranslated loan word to denote foreign phenomena like singing hymns or the sounds issuing from a cassette player or the radio. The music (in our sense of the word) they make themselves in traditional village life has no equivalent in the Ewe language. ‘Vù really means ‘drum’ and há is the word for club or association. A vù há is the club you belong to in the village. You could belong to a club with fast or slow drums, de- pending on your character and family.
    [Show full text]
  • Noise in Music Or Music in Noise? a Short Discussion on the Incorporation of “Other” Sounds in Music Making
    University of Alberta Noise in Music or Music in Noise? A Short Discussion on the Incorporation of “Other” Sounds in Music Making Essay Submitted as part of the Music History exam of the Qualifying Exams, for the degree of Doctor in Music Composition Faculty of Arts Department of Music by Nicolás Alejandro Mariano Arnáez Edmonton, Alberta January 2017 “We affirm that the world’s magnificence has been enriched by a new beauty: the beauty of speed. A racing car whose hood is adorned with great pipes, like serpents of explosive breath— a roaring car that seems to ride on grapeshot is more beautiful than the Victory of Samothrace.” (Marinetti 1909) Introduction When a physical source produces periodic or aperiodic vibrations in the air within a certain frequency, and there are human ears near by, they receive a meaning assigned by our brain. When we have the necessity of verbalize the sonic image produced by those vibrations, we need to choose a word available in our language that best describes what we felt sonically. Words associated with this practice of describing what we perceive are commonly “sound”, “noise”, “music”, “tone”, and such. The question is, what does make us to choose within one word or another? Many inquiries will arise if we analyze our selection. For example, if we say “that is music” we may be implying that music is not tone, or noise, or even sound! Personally speaking, I find a deep and intimate sensation of peace when hearing the sound of water moving in a natural environment, it generates that specific feeling on my human brain and body.
    [Show full text]
  • Music Braille Code, 2015
    MUSIC BRAILLE CODE, 2015 Developed Under the Sponsorship of the BRAILLE AUTHORITY OF NORTH AMERICA Published by The Braille Authority of North America ©2016 by the Braille Authority of North America All rights reserved. This material may be duplicated but not altered or sold. ISBN: 978-0-9859473-6-1 (Print) ISBN: 978-0-9859473-7-8 (Braille) Printed by the American Printing House for the Blind. Copies may be purchased from: American Printing House for the Blind 1839 Frankfort Avenue Louisville, Kentucky 40206-3148 502-895-2405 • 800-223-1839 www.aph.org [email protected] Catalog Number: 7-09651-01 The mission and purpose of The Braille Authority of North America are to assure literacy for tactile readers through the standardization of braille and/or tactile graphics. BANA promotes and facilitates the use, teaching, and production of braille. It publishes rules, interprets, and renders opinions pertaining to braille in all existing codes. It deals with codes now in existence or to be developed in the future, in collaboration with other countries using English braille. In exercising its function and authority, BANA considers the effects of its decisions on other existing braille codes and formats, the ease of production by various methods, and acceptability to readers. For more information and resources, visit www.brailleauthority.org. ii BANA Music Technical Committee, 2015 Lawrence R. Smith, Chairman Karin Auckenthaler Gilbert Busch Karen Gearreald Dan Geminder Beverly McKenney Harvey Miller Tom Ridgeway Other Contributors Christina Davidson, BANA Music Technical Committee Consultant Richard Taesch, BANA Music Technical Committee Consultant Roger Firman, International Consultant Ruth Rozen, BANA Board Liaison iii TABLE OF CONTENTS ACKNOWLEDGMENTS ..............................................................
    [Show full text]
  • Western Culture Has Roots in Ancient
    3 13. What happened in 395, 476, 1054, 1453? Chapter 2 Division (Milan, Rome) and (Byzantium, Constantinople, The Christian Church in the First Millennium Istanbul); fall of Rome; Roman Catholic Church and Byzantine Church split; fall of Constantinople. East 1. (22) How is the history of music in medieval Europe under the control of the emperor; in the west a bishop intertwined with the history of the Christian church? assumed authority Notation and polyphony developed within church music; schools were church; composers and theorists were 14. (26) SR: What two things did singing of psalms trained there; notation preserved the music of the church accomplish for St. Basil? Taught doctrine; softens an angry spirit 2. (23) What was the deal about Christianity before 313? OK as long as worship Roman gods and emperors; Christians 15. SR: What was Augustine's dilemma and justification? had only one god and tried to convert others. Deeply moved but was also pleasurable; weaker souls would benefit more 3. What did the Edict of Milan do? Legalized Christianity and church own property 16. (27) SR: Who was Egeria? What texts were sung? Any ethos going on? What service was it? 4. What happened in 392? Spanish nun on pilgrimage to Jerusalem; psalms; people wept Christianity is the official religion; all others suppressed when gospel was read; Matins except Judaism 17. What is the language of the Catholic Church? 5. What's the connection between Christian observances Byzantine? TQ: Old Testament? New Testament? and Jewish traditions? Latin, Greek, Hebrew, Greek Chanting of Scripture and singing of psalms 18.
    [Show full text]
  • How to Effectively Listen and Enjoy a Classical Music Concert
    HOW TO EFFECTIVELY LISTEN AND ENJOY A CLASSICAL MUSIC CONCERT 1. INTRODUCTION Hearing live music is one of the most pleasurable experiences available to human beings. The music sounds great, it feels great, and you get to watch the musicians as they create it. No matter what kind of music you love, try listening to it live. This guide focuses on classical music, a tradition that originated before recordings, radio, and the Internet, back when all music was live music. In those days live human beings performed for other live human beings, with everybody together in the same room. When heard in this way, classical music can have a special excitement. Hearing classical music in a concert can leave you feeling refreshed and energized. It can be fun. It can be romantic. It can be spiritual. It can also scare you to death. Classical music concerts can seem like snobby affairs full of foreign terminology and peculiar behavior. It can be hard to understand what’s going on. It can be hard to know how to act. Not to worry. Concerts are no weirder than any other pastime, and the rules of behavior are much simpler and easier to understand than, say, the stock market, football, or system software upgrades. If you haven’t been to a live concert before, or if you’ve been baffled by concerts, this guide will explain the rigmarole so you can relax and enjoy the music. 2. THE LISTENER'S JOB DESCRIPTION Classical music concerts can seem intimidating. It seems like you have to know a lot.
    [Show full text]
  • Thinking in Song
    THINKING IN SONG Prosody, Text-Setting and Music Theory in Eighteenth-Century Germany A Dissertation Presented to the Faculty of the Graduate School of Cornell University in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy by Martin Kuester January 2012 © 2012 Martin Kuester THINKING IN SONG Prosody, Text-Setting and Music Theory in Eighteenth-Century Germany Martin Kuester, Ph.D. Cornell University 2012 Eighteenth-century music theorists habitually used terms that were apparently im- ported from grammar, rhetoric and poetics. While historians of music theory have commonly described these words as reflecting metaphorical attempts to understand music by analogy with language, this study emphasizes their technical value, especially with respect to vocal music, which includes both domains. In the case of Johann Mat- theson, Johann Adolph Scheibe, Joseph Riepel and Friedrich Wilhelm Marpurg, the literal meaning of this common vocabulary can be recovered by viewing their general composition rules���������������������� in the previously une�amined������������ conte��������������������������������t of their theories for compos- ing te�t and music of vocal works. Chapter One questions the applicability of a ‘metaphor of music as a language’ to eighteenth-century musical thought and proposes a new framework, centered on what Scheibe and others considered �����������������������������������������������the origin of both music and language, prosody. Chapter Two e�amines Mattheson’s famous minuet analysis and concludes that a prosodic sub-discipline of music theory provided a vocabulary that applied, in ten- dency, to words and notes of vocal music, simultaneously. Chapter Three traces the interaction of prosodic parameters in the longer history of ‘musical feet,’ pointing out eighteenth-century theorists’ successful efforts to adapt or re-adapt their terminol- ogy to the practice of modern vocal composition.
    [Show full text]