MTO 17.3: Osborn, Understanding Through-Composition
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Songwriting Cheatsheet
Songwriting Cheatsheet If you study the charts, you’ll realize that great pop songs are not accidents, and they are too plentiful to be the products of so-called “inspiration”. Pop songwriting is a craft that can be learned and applied with practice. I’d like to share what I’ve learned over the years from both my own writing and conversations with many professional songwriters. Hopefully you can apply these tips to your own songs! The elements of a great pop song are as follows: 1. Song Structure Great songs start with a great structure. While there are several popular structures used in pop music today, what they all have in common is that they provide a balance between repetition and presenting new information. A great song structure is designed to keep giving your listener something new, but also provide them with enough familiarity to keep them engaged. Let’s first define the typical sections, or parts of a pop song: Verse: Tells the story – answers “who, what where, when and why?”. Lyrics usually change from verse to verse, while the melody usually stays the same (though it is sometimes embellished upon slightly with each passing verse). Pre-chorus (or “the climb”): Functions to build energy and lead the listener into the chorus. Chorus: Sums up the message of the song – answers the question “so what?”. Contains the song’s “hook”. Lyrics and melody usually stay the same in each chorus. Bridge: Provides lyrical and melodic contrast – usually by offering a different point of view or perspective (something we haven’t heard before). -
MUSIC 262: Art/Prog Rock [Brian Ward Demonstrates a Tune on Piano
MUSIC 262: Art/Prog Rock [Brian Ward demonstrates a tune on piano] [Brian Ward]: So around this time in rock and roll we really start to see a lot of fragmentation going on, and that’s reflected in this course. The way we have this designed is so that we can go in different directions with the music, and that’s what the music did all sort of at the same time. One of the directions is what we now call art rock and also progressive rock. Now art rock and progressive rock are terms that are used loosely. A good way to describe it is art rock is rock and roll that is influenced by classical music while progressive rock is more influenced by jazz, so- but you have different elements in varying degrees of influence and in different ways. A good illustration of that is one of the first bands that I want to talk about is The Who. Now The Who were definitely a straight down the line rock and roll band, and they started like a lot of these other British bands: imitating the blues and rhythm and blues music from the United States, but The Who were very unique. They had probably the most four individualized members of any band of all time. All four members of the band, Pete Townshend, Roger Daltrey, John Entwistle, and Keith Moon, were all very, very different people coming from different backgrounds, and that reflected in their music, and they used that to their advantage quite a bit. But with The Who I think rock star first becoming an art form in the sense that they had longer forms and they used many structures that eventually became mini-operas and they eventually made a rock opera called “Tommy.” Now when they started out they were more on the cutting edge of hard rock. -
Art Or Exploitation? Hit Hard by Economy Recession Causes College to Lose Approx
From cheerleader to floor leader Peace Corps requires a ‘Watchmen’ is special character for the readers SEE BACK PAGE SEE PAGE 7 SEE PAGE 9 The twice-weekly student newspaper of the College of William and Mary — Est. 1911 VOL.98, NO.37 FRIDAY, MARCH 20, 2009 FLATHATNEWS.COM THE CENTURY PROJEct Endowment Art or exploitation? hit hard by economy Recession causes College to lose approx. $100 million By JESSICA KAHLENBERG Flat Hat Staff Writer The College of William and Mary’s endowment de- creased by 17.2 percent from $580 million to approxi- mately $480.3 million between July and December of last year. Vice President of Finance Sam Jones said the endow- ment’s declining value was caused by the current eco- nomic crisis. “What we’re experiencing is what all markets are ex- periencing. We really had no place to hide because the CAITLIN FAIRChild — THE FLAT HAT decline was so severe and so broad. It goes back to the Students observe the Century Project, a controversial photography exhibit currently on display at in the Muscarelle Museum of Art. decrease in the national and global economy because that’s where peoples’ money is invested,” Jones said. Jones said there is no way to tell how long the decline Photo show opens amid debates after being moved to the Muscarelle will continue. “It all depends on what happens with the economy,” By JULIA RIESENBERG photographed under the age of eighteen be- “If you look at the picture, the focus is on the Jones said. “A lot is being done on the national level, The Flat Hat cause I know that that’s the core of the contro- energy of the woman, and the message trying but the question is when and if that will take hold. -
What Makes a Good Song? Exploring Popular Songs A
SECOND ARY/KEY STAGE 3 MUSI C – WHAT MAKES A GOOD SONG? K NOWLEDGE ORGANISER What Makes a Good Song? Exploring Popular Songs A. Form and Structure in Pop Songs B. Typical Pop Song Structure C. Key Words FORM AND STRUCTURE – the different sections MELODY – The main tune of a popular song, often sung by the LEAD SINGER or sometimes of a piece of music or song and how they are INTRO played on instruments within the band e.g. LEAD GUITAR. A melody can move by STEP ordered. using notes that are next to or close to one another this is called CONJUNCT MOTION, or a INTRO – The introduction sets the mood of a VERSE 1 melody can move by LEAPS using notes that are further apart from one another which is song. It is often instrumental but can called DISJUNCT MOTION. The distance between the lowest pitched and highest pitched note in a melody is called the MELODIC RANGE. occasionally start with lyrics. VERSE 2 CHORD – A group of two or more pitched notes played at the same time. VERSES – Verses introduce the song theme. They CHORUS BASS LINE – The lowest pitched part of a song, often performed by bass instruments such are usually new lyrics for each verse which helps as the BASS GUITAR. The bass line provides the harmonies on which the chords are to develop the song’s narrative, but the melody is VERSE 3 constructed. the same in all verses. ACCOMPANIMENT – Music that accompanies either a lead singer or melody line – often PRE-CHORUS - A section of music that occurs CHORUS known as the “backing” – provided by a band or BACKING SINGERS. -
Flashdance Bloody Beetroots I Pooh
BIMESTRALE DELL'INTRATTENIMENTO PROFESSIONALE MARZO/APRILE 2011 - N. 88 FLASHDANCE IL MUSICAL BLOODY BEETROOTS THE CHURCH OF NOISE www.soundlite.it I POOH DOVE COMINCIA IL SOLE Adv_ROBIN LedWash3_210x275_3_IT.indd 2 1.12.2010 14:24:00 >SOMMARIO SOUND&LITE MARZO/APRILE 2011 n.88 80 58 64 50 72 40 Gli articoli in pdf su www.soundlite.it 68 ON STAGE NEWS Flashdance 08 News 72 Novità dal mondo dell’intrattenimento professionale il musical 80 Festival sotto le Stelle INSERZIONISTI Tre serate di Musica e Spettacolo ANS pag. 27 RUBRICHE 84 Chi c’è in tour Audio Link pag. 5, IV° 24 Doc Servizi informa Clay Paky pag. 43, 45, 47, 49 26 ANS informa Coemar pag. 83 28 Indipendenti dentro PRODUZIONE & STUDI Doc Servizi pag. 25 Chi c’è in Studio di Stefano Lentini 86 Drei pag. 112 Dischi compatti 32 La figura del buttafuori 88 Elettronica Montarbo pag. 109 di Claudio Malavasi di Stefano Lentini Exhibo pag. 1 FBT pag. 11, 63, III° PRODOTTI Ianiro pag. 16, 17 UOMINI & AZIENDE Soundcraft Si Compact Leading Technologies pag. 31, 87 36 Il personaggio 90 Martin Professional pag. 6, 7 R&D Coemar 92 Clay Paky Sharpy Midas Consoles Italy pag. 57 38 L’azienda Molpass pag. 19 Stark - atto secondo INSTALLAZIONI Outline pag. 79 Roma Caput Mundi 94 Promoberg pag. 23 di Andrea Mordenti LIVE CONCERT PSL pag. 77 Festival internazionale del film di Roma ABBONAMENTO 40 I Pooh 100 RCF pag. 99 Lunga e dolce vita al festival del cinema La distribuzione della rivista Sound&Lite Dove comincia il sole tour Robe Multimedia pag. -
MTO 17.3: Osborn, Understanding Through-Composition
KU ScholarWorks | http://kuscholarworks.ku.edu Please share your stories about how Open Access to this article benefits you. Understanding Through-Composition in Post- Rock, Math-Metal, and other Post-Millennial Rock Genres by Brad Osborn 2011 This is the published version of the article, made available with the permission of the publisher. The original published version can be found at the link below. Osborn, Brad. 2011. “Understanding Through-Composition in Post- Rock, Math-Metal, and other Post-Millennial Rock Genres.” Music Theory Online 17, no. 3 Published version: http://www.mtosmt.org/issues/mto.11.17.3/ mto.11.17.3.osborn.pdf Terms of Use: http://www2.ku.edu/~scholar/docs/license.shtml This work has been made available by the University of Kansas Libraries’ Office of Scholarly Communication and Copyright. Volume 17, Number 3, October 2011 Copyright © 2011 Society for Music Theory Understanding Through-Composition in Post-Rock, Math-Metal, and other Post-Millennial Rock Genres (1) Brad Osborn NOTE: The examples for the (text-only) PDF version of this item are available online at: http://www.mtosmt.org/issues/mto.11.17.3/mto.11.17.3.osborn.php KEYWORDS: form, through-composition, rock, experimental rock, post-millennial rock, art rock, post-rock, math-metal, progressive rock, Radiohead, Animal Collective, The Beatles ABSTRACT: Since the dawn of experimental rock’s second coming in the new millennium, experimental artists have begun distancing themselves from Top-40 artists through formal structures that eschew recapitulatory verse/chorus conventions altogether. In order to understand the correlation between genre and form more thoroughly, this paper provides a taxonomic approach to through-composition in several post-millennial experimental rock genres including post-rock, math-metal, art rock, and neo-prog. -
Music and Cultural Opposition
ANDREA F. BOHLMAN – PETER MOTYČKA – MARCUS ZAGORSKI – VLADIMÍR ZVARA Music and Cultural Opposition Introduction Music has always been both an aesthetic and a political phenomenon, but its political character seems especially pronounced during the period of Social- ism in Europe and in the Cold War more generally. Although it was politi- cized and used for political purposes on both sides of the Iron Curtain, music was more obviously controlled, censored, and even forbidden in totalitarian states. This overt control did much to lend certain kinds of music the status of oppositional culture, for citizens’ involvement with that which was banned or monitored by the authorities could constitute, in itself, a form of dissent. Any introduction to music during the socialist period in Eastern Europe must foreground the difficulty of summarizing the topic. This difficulty stems from three broad factors: the diversity of music in the period; the diversity of approaches to studying the music of the period; and, finally, the lack of uni- formity among different regions, including differences among the various po- litical regimes’ relations to culture, and changes over time even within indi- vidual countries. This introduction considers these factors in more detail and then outlines the main genres of music in the period. The two case studies that follow—on classical music in Poland and on jazz and alternative culture in Czechoslovakia—illustrate the diversity noted in this introduction and dispel some common myths about the period.1 Existing research on this period has favored specific genres and styles: classical music and jazz have been studied extensively in relation to Cold War cultural policies, and rock music and other alternative forms of youth music have been examined from sociological or ethnological perspectives that place them within distinct subcultures.2 Indeed, it is these very genres—classical music, jazz, and related alternative cultures—that constitute the case studies that follow in this chapter. -
Compound AABA Form and Style Distinction in Heavy Metal *
Compound AABA Form and Style Distinction in Heavy Metal * Stephen S. Hudson NOTE: The examples for the (text-only) PDF version of this item are available online at: hps://www.mtosmt.org/issues/mto.21.27.1/mto.21.27.1.hudson.php KEYWORDS: Heavy Metal, Formenlehre, Form Perception, Embodied Cognition, Corpus Study, Musical Meaning, Genre ABSTRACT: This article presents a new framework for analyzing compound AABA form in heavy metal music, inspired by normative theories of form in the Formenlehre tradition. A corpus study shows that a particular riff-based version of compound AABA, with a specific style of buildup intro (Aas 2015) and other characteristic features, is normative in mainstream styles of the metal genre. Within this norm, individual artists have their own strategies (Meyer 1989) for manifesting compound AABA form. These strategies afford stylistic distinctions between bands, so that differences in form can be said to signify aesthetic posing or social positioning—a different kind of signification than the programmatic or semantic communication that has been the focus of most existing music theory research in areas like topic theory or musical semiotics. This article concludes with an exploration of how these different formal strategies embody different qualities of physical movement or feelings of motion, arguing that in making stylistic distinctions and identifying with a particular subgenre or style, we imagine that these distinct ways of moving correlate with (sub)genre rhetoric and the physical stances of imagined communities of fans (Anderson 1983, Hill 2016). Received January 2020 Volume 27, Number 1, March 2021 Copyright © 2021 Society for Music Theory “Your favorite songs all sound the same — and that’s okay . -
Tolono Library CD List
Tolono Library CD List CD# Title of CD Artist Category 1 MUCH AFRAID JARS OF CLAY CG CHRISTIAN/GOSPEL 2 FRESH HORSES GARTH BROOOKS CO COUNTRY 3 MI REFLEJO CHRISTINA AGUILERA PO POP 4 CONGRATULATIONS I'M SORRY GIN BLOSSOMS RO ROCK 5 PRIMARY COLORS SOUNDTRACK SO SOUNDTRACK 6 CHILDREN'S FAVORITES 3 DISNEY RECORDS CH CHILDREN 7 AUTOMATIC FOR THE PEOPLE R.E.M. AL ALTERNATIVE 8 LIVE AT THE ACROPOLIS YANNI IN INSTRUMENTAL 9 ROOTS AND WINGS JAMES BONAMY CO 10 NOTORIOUS CONFEDERATE RAILROAD CO 11 IV DIAMOND RIO CO 12 ALONE IN HIS PRESENCE CECE WINANS CG 13 BROWN SUGAR D'ANGELO RA RAP 14 WILD ANGELS MARTINA MCBRIDE CO 15 CMT PRESENTS MOST WANTED VOLUME 1 VARIOUS CO 16 LOUIS ARMSTRONG LOUIS ARMSTRONG JB JAZZ/BIG BAND 17 LOUIS ARMSTRONG & HIS HOT 5 & HOT 7 LOUIS ARMSTRONG JB 18 MARTINA MARTINA MCBRIDE CO 19 FREE AT LAST DC TALK CG 20 PLACIDO DOMINGO PLACIDO DOMINGO CL CLASSICAL 21 1979 SMASHING PUMPKINS RO ROCK 22 STEADY ON POINT OF GRACE CG 23 NEON BALLROOM SILVERCHAIR RO 24 LOVE LESSONS TRACY BYRD CO 26 YOU GOTTA LOVE THAT NEAL MCCOY CO 27 SHELTER GARY CHAPMAN CG 28 HAVE YOU FORGOTTEN WORLEY, DARRYL CO 29 A THOUSAND MEMORIES RHETT AKINS CO 30 HUNTER JENNIFER WARNES PO 31 UPFRONT DAVID SANBORN IN 32 TWO ROOMS ELTON JOHN & BERNIE TAUPIN RO 33 SEAL SEAL PO 34 FULL MOON FEVER TOM PETTY RO 35 JARS OF CLAY JARS OF CLAY CG 36 FAIRWEATHER JOHNSON HOOTIE AND THE BLOWFISH RO 37 A DAY IN THE LIFE ERIC BENET PO 38 IN THE MOOD FOR X-MAS MULTIPLE MUSICIANS HO HOLIDAY 39 GRUMPIER OLD MEN SOUNDTRACK SO 40 TO THE FAITHFUL DEPARTED CRANBERRIES PO 41 OLIVER AND COMPANY SOUNDTRACK SO 42 DOWN ON THE UPSIDE SOUND GARDEN RO 43 SONGS FOR THE ARISTOCATS DISNEY RECORDS CH 44 WHATCHA LOOKIN 4 KIRK FRANKLIN & THE FAMILY CG 45 PURE ATTRACTION KATHY TROCCOLI CG 46 Tolono Library CD List 47 BOBBY BOBBY BROWN RO 48 UNFORGETTABLE NATALIE COLE PO 49 HOMEBASE D.J. -
International Communication Research Journal
International Communication Research Journal NON-PROFIT ORG. https://icrj.pub/ U.S. POSTAGE PAID [email protected] FORT WORTH, TX Department of Journalism PERMIT 2143 Texas Christian University 2805 S. University Drive TCU Box 298060, Fort Worth Texas, 76129 USA Indexed and e-distributed by: EBSCOhost, Communication Source Database GALE - Cengage Learning International Communication Research Journal Vol. 54, No. 2 . Fall 2019 Research Journal Research Communication International ISSN 2153-9707 ISSN Vol. 54, No. 2 54,No. Vol. Association for Education in Journalism and Mass Communication inJournalismandMass Education for Association A publication of the International Communication Divisionofthe Communication of theInternational A publication . Fall 2019 Fall International Communication Research Journal A publication of the International Communication Division, Association for Education in Journalism & Mass Communication (AEJMC) Editor Uche Onyebadi Texas Christian University Associate Editors Editorial Consultant Ngozi Akinro Yong Volz Wayne Wanta Website Design & Maintenance Editorial University of Florida Texas Wesleyan University Missouri School of Journalism Editorial Assistant Book Review Editor Jennifer O’Keefe Zhaoxi (Josie) Liu Texas Christian University Editorial Advisory Board Jatin Srivastava, Lindita Camaj, Mohammed Al-Azdee, Ammina Kothari, Jeannine Relly, Emily Metzgar, Celeste Gonzalez de Bustamante, Yusuf Kalyango Jr., Zeny Sarabia-Panol, Margaretha Geertsema-Sligh, Elanie Steyn Editorial Review Board Adaobi Duru Gulilat Menbere Tekleab Mark Walters University of Louisiana, USA Bahir Dar University, Ethiopia Aoyama Gakuin University, Japan Ammina Kothari Herman Howard Mohamed A. Satti Rochester Institute of Technology, USA Angelo State University, USA American University of Kuwait, Kuwait Amy Schmitz Weiss Ihediwa Samuel Chibundu Nazmul Rony San Diego State University USA Universiti Tunku Abdul Rahman (UTAR), Slippery Rock University, USA Anantha S. -
MTO 23.3: De Clercq, Embracing Ambiguity in Pop/Rock Form
Embracing Ambiguity in the Analysis of Form in Pop/Rock Music, 1982–1991 Trevor de Clercq KEYWORDS: Form, popular music, rock music, verse, chorus, bridge ABSTRACT: A central concern for theories of form in pop/rock music is the division of a song into sections and, consequently, the categorization of these sections according to a standard set of section labels. Psychological research on categorization shows that it is inherently a perceptual process, one that involves graded membership and fuzzy boundaries. Thus in contrast to prior theorists, who often a2empt to minimi/e ambiguity in the analysis of form in pop/rock music, I confront ambiguity directly, organi/ing and describing many of the common types encountered. I focus e4clusively on the time period 198 –1991, 1hen verse5chorus form can be considered to have achieved 1idespread currency. After providing an illustrative e4emplar, I discuss three types of ambiguity common to this decade, each based on the main section role involved: 16 verse ambiguity, 1hich typically derives from 1eak section di7erentiation8 6 chorus ambiguity, 1hich usually involves a blend of more than one section role8 and 36 bridge ambiguity, 1hich often results from di7erent hierarchical meanings of the bridge label. Received December 2016 :olume 23, Number 3, September 2017 Copyright © 2017 Society for Music Theory Introduction ?1.1] ,he analysis of form in pop/rock music traditionally involves partitioning a song into various discrete sections, such as verse, chorus, and bridge. Perhaps unsurprisingly, this process is not al1ays straightfor1ard, since t1o di7erent analysts sometimes provide t1o di7erent interpretations of the same song. -
SOUTH SEATTLE COMMUNITY COLLEGE Academic Programs
1 ______SOUTH SEATTLE COMMUNITY COLLEGE Academic Programs COURSE OUTLINE Revision: Diane Schmidt, April 2008 DEPARTMENT: Academic Programs CURRICULUM: Visual, Literary, and Performing Arts, Individuals & Societies, Integrated Studies COURSE TITLE: Rock Music II COURSE NUMBER: MUSC 117Z TYPE OF COURSE: Academic Transfer Special Requirement Met: Integrated Studies AREA(S) OF KNOWLEDGE: Music, Art & Drama and US Cultures COURSE LENGTH: 1 quarter CREDIT HOURS: 5 LECTURE HOURS: 55 LAB HOURS: 0 CLASS SIZE: 35 PREREQUISITES: None COURSE DESCRIPTION: Examines rock music as a musical, social, cultural, economic, and political force in the United States. Emphasizes the later decades of rock music development. No prerequisite. Fulfills the Integrated Studies requirement. 2 MUSC 117 Rock Music - II April 2008 STUDENT LEARNING OUTCOMES ADDRESSED: 1. Communications - To promote learning and clear communications with others, the student is expected to read all assigned work carefully and in its entirety. Fully understanding this material will allow the student to participate thoughtfully in group discussions as well as to write insightful papers and exams. Feedback from other students and the instructor will permit the student to assess and improve his reading and writing skills. Improving ones listening skills is another critical learning outcome emphasized in this music course. To this end, we will consider what to listen for in a piece of music by identifying important musical elements and practicing focused listening. 2. Human Relations - With the many group discussions and other interactions among students or between the student and instructor in this course, there will be many opportunities to be attentive to and respectful of a diversity of cultural influences and values.