2-Voice Chorale Species Counterpoint Christopher Bailey
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Conductus and Modal Rhythm
Conductus and Modal Rhythm BY ERNEST H. SANDERS T HAS BEEN MORE THAN EIGHTY YEARS since Friedrich Ludwig (1872-193o), arguably the greatest of the seminal figures in twenti- eth-century musicology, began to publish his studies of medieval music. His single-handed occupation of the field, his absolute sover- eignty over the entire repertoire and all issues of scholarly significance arising from it, and his enormous, inescapably determinative influ- ence on the thinking of his successors, most of whom had studied with him, explain the epithet der Grossehe was given on at least one occasion.' Almost his entire professional energies were devoted to the music of the twelfth and, particularly, the thirteenth centuries, as well as to the polyphony of the fourteenth century, which he began to explore in depth in the 1920s. His stringent devotion to the facts and to conclusions supported by them was a trait singled out by several commentators.2 Ludwig's insistence on scholarly rigor, however, cannot be said to account completely for his Modaltheorie,which appeared to posit the applicability of modal rhythm to all music of the Notre Dame period-except organal style-and of the pre-Garlandian (or pre- Franconian) thirteenth century, including particularly the musical settings of poetry. Much of the pre-Garlandian ligature notation in thirteenth-century sources of melismatic polyphonic compositions of the first half of that century (clausulae, organa for more than two voices) and of melismatic portions of certain genres, such as the caudae of conducti,3 signifies modal rhythms, and the appropriatenessof the modal system cannot be disputed in this context. -
Design, Harmony, and Voice Leading
From: AAAI Technical Report WS-96-03. Compilation copyright © 1996, AAAI (www.aaai.org). All rights reserved. Design, Harmony, and Voice Leading GarryS. Sittler University of Illinois at Urbana-Champaign Department of Computer Science Urbana, Illinois 61801 [email protected] Abstract General voice leading rules have evolved with Western This paper describes an automated design system music over time. These rules comein several categories. which harmonizes music. The goal is to take a given Some,such as the available major, minor, diminished, and melody line and produce four part harmonyaccording augmentedtriads, are dictated by the structure and the to procedures set forth by harmonization and voice pitches of the twelve notes within an octave. Others are leading techniques. Voice leading techniques provide based on preferences of what sounds pleasant to the human some guidance about how to produce a musical ear. Manyof these types of rules designate musical arrangement. Manyof these techniques, however, are situations which are prohibited. Another category could be represented by rules which specify certain situations called heuristic knowledge.Several of these rules are based which must be avoided. Thus, the principle challenge is how to determine what design choices should be on what a composer might do, and they are also good made based on what cannot be done. methods for avoiding the prohibited situations. Each category is further explained and exemplified below. Eachof the seven notes in a scale has associated with it a Introduction triad which is formed with the two notes forming intervals of a third and a fifth above it. The possible triads for a The process of automated design involves choosing major scale are as follows: appropriate values for a given set of design parameters. -
The Aquitanian Sacred Repertoire in Its Cultural Context
THE AQUITANIAN SACRED REPERTOIRE IN ITS CULTURAL CONTEXT: AN EXAMINATION OF PETRI CLA VIGER! KARl, IN HOC ANNI CIRCULO, AND CANTUMIRO SUMMA LAUDE by ANDREA ROSE RECEK A THESIS Presented to the School ofMusic and Dance and the Graduate School ofthe University of Oregon in partial fulfillment ofthe requirements for the degree of Master of Arts September 2008 11 "The Aquitanian Sacred Repertoire in Its Cultural Context: An Examination ofPetri clavigeri kari, In hoc anni circulo, and Cantu miro summa laude," a thesis prepared by Andrea Rose Recek in partial fulfillment ofthe requirements for the Master ofArts degree in the School ofMusic and Dance. This thesis has been approved and accepted by: Dr. Lori Kruckenberg, Chair ofth xamining Committee Committee in Charge: Dr. Lori Kruckenberg, Chair Dr. Marc Vanscheeuwijck Dr. Marian Smith Accepted by: Dean ofthe Graduate School 111 © 2008 Andrea Rose Recek IV An Abstract ofthe Thesis of Andrea Rose Recek for the degree of Master ofArts in the School ofMusic and Dance to be taken September 2008 Title: THE AQUITANIAN SACRED REPERTOIRE IN ITS CULTURAL CONTEXT: AN EXAMINATION OF PETRI CLA VIGER! KARl, INHOC ANNI CIRCULO, AND CANTU MIRa SUMMA LAUDE Approved: ~~ _ Lori Kruckenberg Medieval Aquitaine was a vibrant region in terms of its politics, religion, and culture, and these interrelated aspects oflife created a fertile environment for musical production. A rich manuscript tradition has facilitated numerous studies ofAquitanian sacred music, but to date most previous research has focused on one particular facet of the repertoire, often in isolation from its cultural context. This study seeks to view Aquitanian musical culture through several intersecting sacred and secular concerns and to relate the various musical traditions to the region's broader societal forces. -
Voice Leading Rules - Cheat Sheet
Voice Leading Rules - Cheat Sheet Voice Leading Rules: Move the voices a little as possible when changing chords **Rule: Resolve 7->1 in a V chord in the outer voices. **Guideline: Keep the notes the same if you can (except in soprano). Move mostly by step. **Guideline: Avoid melodic leaps with dissonant intervals. Make each line unique **Rule: no parallel fifths/octaves (or unisons) **Rule: no hidden fifths/octaves between the outer voices **Rule: Don’t double tendency tones! **Rule: Keep upper voices within an octave of one another (i.e. soprano is within an octave of the alto, alto is within an octave of the tenor) **Guideline: No voice crossings (where one voice goes above another) or overlaps (see below) Doubling/complete chords **Guideline: Write complete chords whenever possible. **Rule: you may only leave out the fifth **Guideline: Double the root of the chord (except for diminished…) Double the fifth if it makes the voice leading smoother. Be careful with the third. Misc: **Rule: Write outer voices first – make sure they sound good together! **Guideline: Contrary motion between upper voices and bass whenever possible **Guideline: Start with a closed position chord and work out from there. **Guideline: If a pair of upper voices leap together by more than a third, rethink it… missing 3rd missing 3rd Te r r i ble Exa mp le : doubled leading tone Alto leaps too far Parallel 5ths Parallel 8ves Parallel 8ves Parallel 8ves * * doubled Piano Parallel 8ves leading tone spacing Parallel 8ves * * too many missing 3rd Parallel 8ves unisons alto is lower weird (bad) leap between than tenor (tenor) B and T * Voice overlap - where a voice jumps higher (or lower) than a neighboring voice's preceding note. -
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. -
Class Notes for Counterpoint
Class Notes for Counterpoint Richard R. Randall Department of Music University of Massachusetts, Amherst Fall 2007 i Preface and Acknowledgments This book is designed to provide you with a solid foundation in counterpoint. Our department’s belief is that counterpoint is something that should be part of our every- day music making. It is a way to hear music. It is way to understand music. UMass is unique among music programs in that we teach counterpoint in the first semester of a five semester core curriculum. At other schools, the subject, if taught at all, is often relegated to an elective. I would like to acknowledge the influence of Heinrich Schenker’s Kontrapunkt(1910) and Felix Salzer and Carl Schachter’s Counterpoint in Composition(1969) in preparing these materials. In addition, I would like to thank my counterpoint teacher, Miguel Roig-Francoli. Most importantly, I owe a great deal of thanks to my teaching colleagues Jessica Embry, Adam Kolek, Michael Vitalino, Daniel Huey, and Sara Chung for their hard work, insightful suggestions, and generous help in preparing this text. ii Introduction What is Counterpoint? Lat.: contrapunctus,fromcontra punctum:“against note.” (Fr. contrepoint ; Ger. Kontrapunkt; It. contrappunto) Counterpoint is a broad term for interacting yet independent voices. Since the earliest forms of polyphony, musical textures have been made up of multiple “lines” of music (or “voices”) that combine to form vertical sonorities. Studying counterpoint teaches us how to recognize and understand those lines. Counterpoint is the essence of what we call “voice leading.” The vertical aspect of music is described as “harmonic.” The horizontal aspect of music is described as “melodic,” or “linear” when talking about individual lines and “contrapuntal” when talking about how those melodies interact with each other. -
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. -
This Electronic Thesis Or Dissertation Has Been Downloaded from the King’S Research Portal At
This electronic thesis or dissertation has been downloaded from the King’s Research Portal at https://kclpure.kcl.ac.uk/portal/ Insular sources of thirteenth-century polyphony and the significance of Notre Dame. Losseff, Nicola The copyright of this thesis rests with the author and no quotation from it or information derived from it may be published without proper acknowledgement. END USER LICENCE AGREEMENT Unless another licence is stated on the immediately following page this work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International licence. https://creativecommons.org/licenses/by-nc-nd/4.0/ You are free to copy, distribute and transmit the work Under the following conditions: Attribution: You must attribute the work in the manner specified by the author (but not in any way that suggests that they endorse you or your use of the work). Non Commercial: You may not use this work for commercial purposes. No Derivative Works - You may not alter, transform, or build upon this work. Any of these conditions can be waived if you receive permission from the author. Your fair dealings and other rights are in no way affected by the above. Take down policy If you believe that this document breaches copyright please contact [email protected] providing details, and we will remove access to the work immediately and investigate your claim. Download date: 09. Oct. 2021 -1- INSULAR SOURCES OF THIRTEENTH-CENTURY POLYPHONY AND THE SIGNIFICANCE OF NOTRE DAME Nicola Losseff Submitted for the degree of Doctor of Philosophy at King's College, London, 1993 1LoNDgt UNW. -
Modes, Scales, Functional Harmony, and Nonfunctional
MODES, SCALES, FUNCTIONAL HARMONY, AND NONFUNCTIONAL HARMONY IN THE COMPOSITIONS OF HERBIE HANCOCK Keith Waters The decade of the 1960s witnessed a vast expansion of the harmonic resources available to the jazz composer. The compositions of jazz pia- nist Herbie Hancock played an important role in shaping this emerging harmonic language. The innovations that arose affected both harmonic structure (chord type) and harmonic progression (chord-to-chord succes- sion). These newer harmonic developments—often referred to as “modal harmony” or “modal jazz”—remain today as a significant cornerstone of the harmonic vocabulary of jazz. In this article I examine several of Hancock’s compositions written and recorded during the 1960s, pointing out Hancock’s compositional approaches and innovations against the backdrop of standard functional harmony and modal harmony. I address three general questions: (1) How is compositional structure created when harmonic function is weakened or absent? (2) How did Hancock further extend the modal innovations pioneered by Miles Davis and others? (3) In what ways was Hancock Journal of Music Theory, 49:2 DOI 10.1215/00222909-011 © 2008 by Yale University 333 Downloaded from https://read.dukeupress.edu/journal-of-music-theory/article-pdf/49/2/333/377798/11-JMT_49.2.pdf by UNIV CA IRVINE user on 03 April 2020 able to merge functional harmonic procedures with modal harmonic pro- cedures? Hancock attained national prominence as a member of the Miles Davis Quintet, playing piano with Davis between 1963 and 1968. With his ten- ure with Davis, his recordings as a sideman on numerous albums, and his own series of albums for the Blue Note label under his own name, Han- cock was considered one of the most innovative, versatile, and accom- plished jazz pianists of the decade. -
Schenkerian Analysis for the Beginner Benjamin K
Kennesaw State University DigitalCommons@Kennesaw State University Faculty Publications 2016 Schenkerian Analysis for the Beginner Benjamin K. Wadsworth Kennesaw State University, [email protected] Follow this and additional works at: https://digitalcommons.kennesaw.edu/facpubs Part of the Music Education Commons, and the Music Theory Commons Recommended Citation Wadsworth, Benjamin K., "Schenkerian Analysis for the Beginner" (2016). Faculty Publications. 4126. https://digitalcommons.kennesaw.edu/facpubs/4126 This Article is brought to you for free and open access by DigitalCommons@Kennesaw State University. It has been accepted for inclusion in Faculty Publications by an authorized administrator of DigitalCommons@Kennesaw State University. For more information, please contact [email protected]. SCHENKERIAN ANALYSIS FOR THE BEGINNER Schenkerian Analysis for the Beginner By Benjamin K. WadsWorth introduction: schenKer in the classroom n its earliest days, and continuing throughout the 20th century, Schenkerian analysis was often taught by master teachers to highlyI gifted students. Elite musicians in this tradition included Schenker and his students, Ernst Oster and his students, and so on, creating a relatively small family of expert practitioners.1 Schenker’s Lesson Books (1913–1932) provide snapshots of the diverse analytical, theoretical, and critical activities possible in long-term, mentored relationships.2 Mentored relationships are fruitful with highly motivated students who arrive with a solid theoretical and practical background. Across the United States and other countries, however, Schenkerian courses at many universities pose challenges: This essay elaborates on research presented at the Pedagogy in Practice conference at Lee University (Cleveland, TN) on June 2, 2017. A word of thanks is due to students of my Introduction to Schenker classes at Kennesaw State (2014 and 2016), to William Marvin and Poundie Burstein for their comments on earlier drafts, and to the anonymous readers of this journal for their feedback. -
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. -
The Death and Resurrection of Function
THE DEATH AND RESURRECTION OF FUNCTION A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By John Gabriel Miller, B.A., M.C.M., M.A. ***** The Ohio State University 2008 Doctoral Examination Committee: Approved by Dr. Gregory Proctor, Advisor Dr. Graeme Boone ________________________ Dr. Lora Gingerich Dobos Advisor Graduate Program in Music Copyright by John Gabriel Miller 2008 ABSTRACT Function is one of those words that everyone understands, yet everyone understands a little differently. Although the impact and pervasiveness of function in tonal theory today is undeniable, a single, unambiguous definition of the term has yet to be agreed upon. So many theorists—Daniel Harrison, Joel Lester, Eytan Agmon, Charles Smith, William Caplin, and Gregory Proctor, to name a few—have so many different nuanced understandings of function that it is nearly impossible for conversations on the subject to be completely understood by all parties. This is because function comprises at least four distinct aspects, which, when all called by the same name, function , create ambiguity, confusion, and contradiction. Part I of the dissertation first illuminates this ambiguity in the term function by giving a historical basis for four different aspects of function, three of which are traced to Riemann, and one of which is traced all the way back to Rameau. A solution to the problem of ambiguity is then proposed: the elimination of the term function . In place of function , four new terms—behavior , kinship , province , and quality —are invoked, each uniquely corresponding to one of the four aspects of function identified.