Lesson MMM: the Neapolitan Chord Introduction
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On Modulation —
— On Modulation — Dean W. Billmeyer University of Minnesota American Guild of Organists National Convention June 25, 2008 Some Definitions • “…modulating [is] going smoothly from one key to another….”1 • “Modulation is the process by which a change of tonality is made in a smooth and convincing way.”2 • “In tonal music, a firmly established change of key, as opposed to a passing reference to another key, known as a ‘tonicization’. The scale or pitch collection and characteristic harmonic progressions of the new key must be present, and there will usually be at least one cadence to the new tonic.”3 Some Considerations • “Smoothness” is not necessarily a requirement for a successful modulation, as much tonal literature will illustrate. A “convincing way” is a better criterion to consider. • A clear establishment of the new key is important, and usually a duration to the modulation of some length is required for this. • Understanding a modulation depends on the aural perception of the listener; hence, some ambiguity is inherent in distinguishing among a mere tonicization, a “false” modulation, and a modulation. • A modulation to a “foreign” key may be easier to accomplish than one to a diatonically related key: the ear is forced to interpret a new key quickly when there is a large change in the number of accidentals (i.e., the set of pitch classes) in the keys used. 1 Max Miller, “A First Step in Keyboard Modulation”, The American Organist, October 1982. 2 Charles S. Brown, CAGO Study Guide, 1981. 3 Janna Saslaw: “Modulation”, Grove Music Online ed. L. Macy (Accessed 5 May 2008), http://www.grovemusic.com. -
Eduqas-Bach-Badinerie-Musical-Analysis.Pdf
Musical Analysis Bach: Badinerie J.S.Bach: BADINERIE from Orchestral Suite No.2 Melodic Analysis The entire movement is based on two musical motifs: X and Y. Section A Bars 02 – 161 Sixteen bars Bars 02 – 21 The movement opens with the first statement of motif X, which is played by the flute. The motif is a descending B minor arpeggio/broken chord with a characteristic quaver and semiquaver(s) rhythm. Bars 22 – 41 The melodic material remains with the flute for the first statement of motif Y. This motifis an ascending semiquaver figure consisting of both arpeggios/broken chords sand conjunct movement. Bars 42 – 61 Motif X is then restated by the flute. Music | Bach: Badinerie - Musical Analysis 1 Musical Analysis Bach: Badinerie Bars 62 – 81 Motif X is presented by the cellos in a slightly modified version in which the last crotchet of the motif is replaced with a quaver and two semiquavers. This motif moves the tonality to A major and is also the initial phrase in a musical sequence. Bars 82 – 101 Motif X remains with the cellos with a further modified ending in which the last crotchet is replaced with four semiquavers. It moves the tonality to the dominant minor, F# minor, and is the answering phrase in a musical sequence that began in bar 62. Bars 102 – 121 Motif Y returns in the flute part with a modified ending in which the last two quavers are replaced by four semiquavers. Bars 122 – 161 The flute continues to present the main melodic material. Motif Y is both extended and developed, and Section A is brought to a close in F# minor. -
Viewed by Most to Be the Act of Composing Music As It Is Being
UNIVERSITY OF CINCINNATI Date:___________________ I, _________________________________________________________, hereby submit this work as part of the requirements for the degree of: in: It is entitled: This work and its defense approved by: Chair: _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ Sonata for Alto Saxophone and Piano by Phil Woods: An Improvisation-Specific Performer’s Guide A doctoral document submitted to the Graduate School of the University of Cincinnati In partial fulfillment of the requirements for the degree of DOCTOR OF MUSICAL ARTS In the Performance Studies Division of the College-Conservatory of Music By JEREMY LONG August, 2008 B.M., University of Kentucky, 1999 M.M., University of Cincinnati College-Conservatory of Music, 2002 Committee Chair: Mr. James Bunte Copyright © 2008 by Jeremy Long All rights reserved ABSTRACT Sonata for Alto Saxophone and Piano by Phil Woods combines Western classical and jazz traditions, including improvisation. A crossover work in this style creates unique challenges for the performer because it requires the person to have experience in both performance practices. The research on musical works in this style is limited. Furthermore, the research on the sections of improvisation found in this sonata is limited to general performance considerations. In my own study of this work, and due to the performance problems commonly associated with the improvisation sections, I found that there is a need for a more detailed analysis focusing on how to practice, develop, and perform the improvised solos in this sonata. This document, therefore, is a performer’s guide to the sections of improvisation found in the 1997 revised edition of Sonata for Alto Saxophone and Piano by Phil Woods. -
Transfer Theory Placement Exam Guide (Pdf)
2016-17 GRADUATE/ transfer THEORY PLACEMENT EXAM guide! Texas woman’s university ! ! 1 2016-17 GRADUATE/transferTHEORY PLACEMENTEXAMguide This! guide is meant to help graduate and transfer students prepare for the Graduate/ Transfer Theory Placement Exam. This evaluation is meant to ensure that students have competence in basic tonal harmony. There are two parts to the exam: written and aural. Part One: Written Part Two: Aural ‣ Four voice part-writing to a ‣ Melodic dictation of a given figured bass diatonic melody ‣ Harmonic analysis using ‣ Harmonic Dictation of a Roman numerals diatonic progression, ‣ Transpose a notated notating the soprano, bass, passage to a new key and Roman numerals ‣ Harmonization of a simple ‣ Sightsinging of a melody diatonic melody that contains some functional chromaticism ! Students must achieve a 75% on both the aural and written components of the exam. If a passing score is not received on one or both sections of the exam, the student may be !required to take remedial coursework. Recommended review materials include most of the commonly used undergraduate music theory texts such as: Tonal Harmony by Koska, Payne, and Almén, The Musician’s Guide to Theory and Analysis by Clendinning and Marvin, and Harmony in Context by Francoli. The exam is given prior to the beginning of both the Fall and Spring Semesters. Please check the TWU MUSIc website (www.twu.edu/music) ! for the exact date and time. ! For further information, contact: Dr. Paul Thomas Assistant Professor of Music Theory and Composition [email protected] 2 2016-17 ! ! ! ! table of Contents ! ! ! ! ! 04 Part-Writing ! ! ! ! ! 08 melody harmonization ! ! ! ! ! 13 transposition ! ! ! ! ! 17 Analysis ! ! ! ! ! 21 melodic dictation ! ! ! ! ! harmonic dictation ! 24 ! ! ! ! Sightsinging examples ! 28 ! ! ! 31 terms ! ! ! ! ! 32 online resources ! 3 PART-Writing Part-writing !Realize the following figured bass in four voices. -
MUS 211/211L Advanced Music Theory II and Lab MUS 313 Form and Analysis MUS 420
South Dakota State University MUS 211/211L Advanced Music Theory II and Lab MUS 313 Form and Analysis MUS 420 Concept: Music Theory "Compositional organization, such as pitch, including scale types and harmony; rhythm; texture; form; expressive elements, such as dynamics, articulation, tempo, and timbre; and basic aural skills: intervals, chords, scales, rhythms, melodies" MUS 211/211 L: Advanced Music Theory II and Lab (Note: since the skills and information regarding basic undergraduate music theory are taught in a "spiraling" manner through MUS 110, 111, 210, and 211, and MUS 211 is considered to be the course in which these materials are presented at a level commensurate with the level of the material as it appears on the Praxis test, this study guide reviews compositional organization as it was taught throughout the entire two-year theory sequence, and refers to pages in both the fall semester [MUS 210] and spring semester [MUS 211] class packets you purchased during the sophomore theory year.) Compositional Organization Students should refer to: The specific pages listed below from the class packets mentioned above, as well as Joe Dineen and Mark Bridge's Gig Bag Book of Theory and Harmony and Robert Ottman's Music for Sight Singing, 6th ed. (Note: the material and the page numbers in your class packets may vary slightly from what is listed below, depending on which year you took the course.) Specifically, students should review: From the fall semester of Sophomore Theory (MUS 210): o Rudiments (notation, scales/key, intervals, -
The Augmented Sixth Chord
CHAPTER24 The Augmented Sixth Chord Characteristics, Derivation, and Behavior The two excerpts in Example 24.1 are from different style periods, yet they share several features. In terms of form and harmony, both divide into two subphrases and close with strong half cadences. Further, the pre-dominant harmony in both examples is the same: an altered iv6 chord. Indeed, we hear not a Phrygian cadence (iv6-V), but rather some chromatic version, where the diatonic major sixth above the bass is raised a half step to create the strongly directed interval of the augmented sixth (+6). The new half-step ascent (#4-5) mirrors the bass's half-step descent (6-5). We refer to such chromatic pre-dominants as augmented sixth chords because of the characteristic interval between the bass 6 and the upper-voice #4. Listen to both excerpts in Example 24.1, noting the striking sound of the augmented sixth chords. EXAMPLE 24.1 A. Schubert, WaltzinG minor, Die letzte Walzer, op. 127, no. 12, D. 146 472 CHAPTER 24 THE AUGMENTED SIXTH CHORD 473 B. Handel, "Since by Man Came Death," Messiah, HWV 56 Example 24.2 demonstrates the derivation of the augmented sixth chord from the Phrygian cadence. Example 24.2A represents a traditional Phrygian half cadence. In Example 24.2B, the chromatic F# fills the space between F and G, and the passing motion creates an interval of an augmented sixth. Finally, Example 24.2C shows the augmented sixth chord as a harmonic entity, with no consonant preparation. EXAMPLE 24.2 Phrygian Cadence Generates the Augmented Sixth Chord Given that the augmented sixth chord also occurs in major, one might ask if it is an example of an applied chord or a mixture chord? To answer this question, consider the diatonic progression in Example 24.3A. -
Rock Harmony Reconsidered: Tonal, Modal and Contrapuntal Voice&
DOI: 10.1111/musa.12085 BRAD OSBORN ROCK HARMONY RECONSIDERED:TONAL,MODAL AND CONTRAPUNTAL VOICE-LEADING SYSTEMS IN RADIOHEAD A great deal of the harmony and voice leading in the British rock group Radiohead’s recorded output between 1997 and 2011 can be heard as elaborating either traditional tonal structures or establishing pitch centricity through purely contrapuntal means.1 A theory that highlights these tonal and contrapuntal elements departs from a number of developed approaches in rock scholarship: first, theories that focus on fretboard-ergonomic melodic gestures such as axe- fall and box patterns;2 second, a proclivity towards analysing chord roots rather than melody and voice leading;3 and third, a methodology that at least tacitly conflates the ideas of hypermetric emphasis and pitch centre. Despite being initially yoked to the musical conventions of punk and grunge (and their attendant guitar-centric compositional practice), Radiohead’s 1997– 2011 corpus features few of the characteristic fretboard gestures associated with rock harmony (partly because so much of this music is composed at the keyboard) and thus demands reconsideration on its own terms. This mature period represents the fullest expression of Radiohead’s unique harmonic, formal, timbral and rhythmic idiolect,4 as well as its evolved instrumentation, centring on keyboard and electronics. The point here is not to isolate Radiohead’s harmonic practice as something fundamentally different from all rock which came before it. Rather, by depending less on rock-paradigmatic gestures such as pentatonic box patterns on the fretboard, their music invites us to consider how such practices align with existing theories of rock harmony while diverging from others. -
10Th Grade Music – Choir I: Harmonic Function May 11 – May 15 Time Allotment: 20 Minutes Per Day
10th Grade Music – Choir I: Harmonic Function May 11 – May 15 Time Allotment: 20 minutes per day Student Name: ________________________________ Teacher Name: ________________________________ Academic Honesty I certify that I completed this assignment I certify that my student completed this independently in accordance with the GHNO assignment independently in accordance with Academy Honor Code. the GHNO Academy Honor Code. Student signature: Parent signature: ___________________________ ___________________________ Music – Choir I: Harmonic Function May 11 – May 15 Packet Overview Date Objective(s) Page Number Monday, May 11 1. Review Roman numeral identification of chords 2 2. Introduce chord voicing (expanded form) Tuesday, May 12 1. Introduce harmonic function and chord 6 substitution Wednesday, May 13 1. Decode tonic/dominant relationship and define 9 goal of motion within the context of analysis Thursday, May 14 1. Discern predominant function within chorale 12 analysis Friday, May 15 1. Demonstrate understanding of harmonic function 13 by taking a written assessment. Additional Notes: In order to complete the tasks within the following packet, it would be helpful for students to have a piece of manuscript paper to write out triads; I have included a blank sheet of manuscript paper to be printed off as needed, though in the event that this is not feasible students are free to use lined paper to hand draw a music staff. I have also included answer keys to the exercises at the end of the packet. Parents, please facilitate the proper use of these answer documents (i.e. have students work through the exercises for each day before supplying the answers so that they can self-check for comprehension.) As always, will be available to provide support via email, and I will be checking my inbox regularly. -
AP Music Theory: Unit 5
AP Music Theory: Unit 5 From Simple Studies, https://simplestudies.edublogs.org & @simplestudiesinc on Instagram Harmony and Voice Leading II: Chord Progressions and Predominant Functions Harmony and Voice Leading II Predominants usually precede the dominant and are independent chords that link the harmonies between the tonic and dominant. The main examples of predominants are IV and ii. ● IV: the subdominant is used a lot by composers because it can create a smooth transition from the tonic to dominant. In the excerpt below, which is in the key of E flat Major, the bass section ascends a step, and the upper voices go from A to G. This helps steer from voice-leading issues. ○ Going from 퐼푉6to V is another pre- dominant progression. It is very useful because it creates an intensified tonal motion to the dominant. 푖푣6to V in minor form is a type of half cadence known as phrygian cadence. ● II (major), ii° (minor): The supertonic is the most common type, and it is an effective pre-dominant due to 3 reasons: ○ When the progression ii-V continues by a descending fifth (or ascending fourth) format, it is the strongest tonal root motion. ○ It introduces strong timbre and modal contrast during progressions. ○ In the image, the 2-7-1 in the soprano (ii- V-I) is a better scale degree pattern because it produces a stronger cadence in comparison to the original 1-7-1. Keep in mind.. ● The predominant model is tonic→ predominant→ dominant ● When the bass of a predominant transitions to the dominant by (4 to 5) or (6 to 5), the soprano moves in the opposite motion of the bass. -
Harmonic Language in the Legend of Zelda: Ocarina of Time Nicholas Gervais Queen's University
Nota Bene: Canadian Undergraduate Journal of Musicology Volume 8 | Issue 1 Article 4 Harmonic Language in The Legend of Zelda: Ocarina of Time Nicholas Gervais Queen's University Recommended Citation Gervais, Nicholas (2015) "Harmonic Language in The Legend of Zelda: Ocarina of Time," Nota Bene: Canadian Undergraduate Journal of Musicology: Vol. 8: Iss. 1, Article 4. Harmonic Language in The Legend of Zelda: Ocarina of Time Abstract This paper examines the work of Koji Kondo in the 1998 video game The Legend of Zelda: Ocarina of Time. Using a variety of techniques of harmonic analysis, the paper examines the commonalities between teleportation pieces and presents a model to describe their organization. Concepts are drawn from the work of three authors for the harmonic analysis. William Caplin’s substitutions; Daniel Harrison’s fundamental bases; and, Dmitri Tymoczko’s parsimonious voice leading form the basis of the model for categorizing the teleportation pieces. In general, these pieces begin with some form of prolongation (often tonic); proceed to a subdominant function; employ a chromatically altered chord in a quasi-dominant function; and, end with a weakened cadence in the major tonic key. By examining the elements of this model in each piece, this paper explains how the teleportation pieces use unusual harmonic language and progressions while maintaining a coherent identity in the context of the game’s score. Keywords Game, Zelda, Harmony, Analysis, Progression Nota Bene NB Harmonic Language in The Legend of Zelda: Ocarina of Time Nicholas Gervais Year IV – Queen’s University Music often fills a specific function in video games. -
ALGORITHMIC STOCHASTIC MUSIC by ALEX COOKE
ALGORITHMIC STOCHASTIC MUSIC by ALEX COOKE Submitted in partial fulfillment of the requirements for the degree of Master of Science Departments of Mathematics, Applied Mathematics, and Statistics CASE WESTERN RESERVE UNIVERSITY May 2017 CASE WESTERN RESERVE UNIVERSITY SCHOOL OF GRADUATE STUDIES We hereby approve the thesis/dissertation of Alex Cooke Candidate for the degree of Master of Science Committee Chair Wojbor Woyczynski Committee Member Wanda Strychalski Committee Member David Gurarie Date of Defense 4/5/2016 *We also certify that written approval has been obtained for any proprietary material contained therein. 4.3 Bibliography 47 List of Figures 1 The C Major scale. .4 2 The a minor scale, relative minor of C Major. .4 3 The triads in C Major: C major, d minor, e minor, F major, G major, a minor, and b diminished. .5 4 The movement between functions. .5 5 Some typical harmonic progressions. .8 6 An example melody. .9 7 A sample realization. 11 8 A modulation via a secondary dominant. 12 9 Modulation to new random walk. 13 10 A stochastic matrix of frequency and intensity, slices of time with corresponding frequencies, and a sample screen and its evolution in time. 16 11 The musical realization. Note that slots two and three are combined into one note; this provides some rhythmic variation. 29 12 The musical realization. 32 13 The pitch set f0; 1; 4; 6; 7g..................... 40 14 Pitch set harmonies. 41 15 The minor heat map and an example of re-weighting it to emphasize a somber mood. 46 47 Algorithmic Stochastic Music Abstract by ALEX COOKE The aim of this project is to develop a system of tonal musical generation that can recognize shifts in tonal center via random processes and reorient itself accordingly. -
Basic Jazz Chords & Progressions
Basic Jazz Chords & Progressions 7th chords and scale harmonization Like traditional common practice music, jazz chords are tertian, meaning they are built using major and/or minor thirds. While traditional music has the triad (3-note tertian chord) as its basic harmonic unit, jazz uses the 7th chord (4-note tertian chord) as its basic unit. 7th chords should be thought of as triads with an additional third added on top (making it a 7th above the root). Refer to the “Seven basic 7th chords” handout to see how to assemble 7th chords. While triads and 7th chords can be formed by formulas of differently-combined thirds, it is also useful to recognize how notes separated by thirds within major or minor scales form these chords. When chords are derived from scales in this way, the chords can be designated with a roman numeral that corresponds to the specific scale degree (1-7). This process of extracting chords from a scale is called harmonizing a scale. The result is the set of chords that are diatonic (belonging only to that key). Harmonizing the major scale with 7th chords gives us the following set of chords: Harmonizing the minor scale with 7th chords gives us the following set of chords: *Note that the V7 and viio7 chords use the raised 7th scale degree (a B-natural in this case) that comes from the harmonic minor mode–and that there are two types of VII7/viio7 chord. Note: for the sake of simplicity, we often abbreviate the ii-7 V7 Imaj7 and ii-7(b5) V7 i-7 symbols to merely ii V I(i) (leaving out the 7ths and qualitative symbols, etc.).