Polyrhythm and the Valorization of Time in Three Movements1
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How to Navigate Chord Changes by Austin Vickrey (Masterclass for Clearwater Jazz Holiday Master Sessions 4/22/21) Overview
How to Navigate Chord Changes By Austin Vickrey (Masterclass for Clearwater Jazz Holiday Master Sessions 4/22/21) Overview • What are chord changes? • Chord basics: Construction, types/qualities • Chords & Scales and how they work together • Learning your chords • Approaches to improvising over chords • Arpeggios, scales, chord tones, guide tones, connecting notes, resolutions • Thinking outside the box: techniques and exercises to enhance and “spice up” your improvisation over chords What are “chord changes?” • The series of musical chords that make up the harmony to support the melody of a song or part of a song (solo section). • The word “changes” refers to the chord “progression,” the original term. In the jazz world, we call them changes because they typically change chord quality from one chord to the next as the song is played. (We will discuss what I mean by “quality” later.) • Most chord progressions in songs tend to repeat the series over and over for improvisors to play solos and melodies. • Chord changes in jazz can be any length. Most tunes we solo over have a form with a certain number of measures (8, 12, 16, 24, 32, etc.). What makes up a chord? • A “chord" is defined as three or more musical pitches (notes) sounding at the same time. • The sonority of a chord depends on how these pitches are specifically arranged or “stacked.” • Consonant chords - chords that sound “pleasing” to the ear • Dissonant chords - chords that do not sound “pleasing” to the ear Basic Common Chord Types • Triad - 3 note chord arranged in thirds • Lowest note - Root, middle note - 3rd, highest note - 5th. -
Superimposed Subdivisions (Polyrhythm Hell) [Sallan Tarkistama]
HEIKKI MALMBERG Superimposed Subdivisions (Polyrhythm Hell) Polyrhythms or Polymeters? Usually when musicians talk about polyrhythms, they refer to rhythmic structures that are made of two or more simultaneous time signatures, in which the secondary (superimposed) time signature basically revolves around the dominant time signature. I suggest that we use the term polymeter in such cases, and use the term polyrhythm solely in situations where there are two or more subdivisions happening in the same time interval (e.g. eight note triplets over sixteenth notes). Here’s a simple example of a polymeter where the bass drum plays in 5/16 while the hands keep common (4/4) time. 3 3 3 3 5 5 5 5 5 5 3 5 5 5 5 And here’s a not so simple example of polyrhythms using eight notes, eight/quarter note triplets and sixteenth note quintuplets. So What Should I Do? In order to learn to play any two subdivisions against each other, or rather superimpose them if you will, you should get a reference of how they sound played simultaneously on one instrument (A good teacher and a sequencer are of paramount help here), and learn to phonetically mimic the result. You can make up halfwitted sentences or just blabber away with any foolish sounds that you come up with. as long as you’re mimicking the rhythm, it doesn’t matter. 3 3 3 3 or cold cup of tea blah bla da blah Here’s two subdivisions Here they have Here’s their daily dialog after waiting to get married. -
The Evolution of Ornette Coleman's Music And
DANCING IN HIS HEAD: THE EVOLUTION OF ORNETTE COLEMAN’S MUSIC AND COMPOSITIONAL PHILOSOPHY by Nathan A. Frink B.A. Nazareth College of Rochester, 2009 M.A. University of Pittsburgh, 2012 Submitted to the Graduate Faculty of The Kenneth P. Dietrich School of Arts and Sciences in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Pittsburgh 2016 UNIVERSITY OF PITTSBURGH THE KENNETH P. DIETRICH SCHOOL OF ARTS AND SCIENCES This dissertation was presented by Nathan A. Frink It was defended on November 16, 2015 and approved by Lawrence Glasco, PhD, Professor, History Adriana Helbig, PhD, Associate Professor, Music Matthew Rosenblum, PhD, Professor, Music Dissertation Advisor: Eric Moe, PhD, Professor, Music ii DANCING IN HIS HEAD: THE EVOLUTION OF ORNETTE COLEMAN’S MUSIC AND COMPOSITIONAL PHILOSOPHY Nathan A. Frink, PhD University of Pittsburgh, 2016 Copyright © by Nathan A. Frink 2016 iii DANCING IN HIS HEAD: THE EVOLUTION OF ORNETTE COLEMAN’S MUSIC AND COMPOSITIONAL PHILOSOPHY Nathan A. Frink, PhD University of Pittsburgh, 2016 Ornette Coleman (1930-2015) is frequently referred to as not only a great visionary in jazz music but as also the father of the jazz avant-garde movement. As such, his work has been a topic of discussion for nearly five decades among jazz theorists, musicians, scholars and aficionados. While this music was once controversial and divisive, it eventually found a wealth of supporters within the artistic community and has been incorporated into the jazz narrative and canon. Coleman’s musical practices found their greatest acceptance among the following generations of improvisers who embraced the message of “free jazz” as a natural evolution in style. -
C Hapter E Ight
P LAYING “O UTSIDE” C HAPTER E IGHT Playing “Outside” ========& = Q Sequences Q Playing a Half Step Away Q Playing a Tritone Away Q Playing Scales to Get Outside Q Some Piano Stuff Q The Chromatic Scale Q Be Brave, Go Ahead and Play Outside ne reason that musicians such as Joe Henderson, Woody Shaw, McCoy Tyner, Bobby Hutcherson, David Liebman, and Mulgrew Miller are greatly admired is that Othey not only have mastered the art of playing changes, but also know how to play “outside” the changes. Playing “outside” on chord changes can mean several different things, including playing notes that aren’t in the chord, stretching the length of one chord into another, or playing something recognizable but in a different key. It can also mean playing “free,” or atonal, with no chord structure at all. Musicians such as Anthony Braxton and Cecil Taylor fall into this category, and their music is “outside” the scope of this book. Bear in mind that what’s considered outside is subjective and changeable. What you hear as “outside” someone else will hear as “inside,” and vice versa. Bird was considered “out” by many musicians in the 1940s, as was Coltrane in the 1960s. Quite a few musicians still hear Coltrane’s last few recordings as being “out.” Cecil Taylor has been recording for about 40 years, and is still considered “out” by many musicians. 183 C HAPTER E IGHT Many of the best examples of “outside” playing are really bitonality, or two tonalities at the same time.1 The pianist or guitarist may be ‘comping in one key, while the soloist goes outside and plays in another. -
UCLA Electronic Theses and Dissertations
UCLA UCLA Electronic Theses and Dissertations Title Performing Percussion in an Electronic World: An Exploration of Electroacoustic Music with a Focus on Stockhausen's Mikrophonie I and Saariaho's Six Japanese Gardens Permalink https://escholarship.org/uc/item/9b10838z Author Keelaghan, Nikolaus Adrian Publication Date 2016 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA Los Angeles Performing Percussion in an Electronic World: An Exploration of Electroacoustic Music with a Focus on Stockhausen‘s Mikrophonie I and Saariaho‘s Six Japanese Gardens A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Musical Arts by Nikolaus Adrian Keelaghan 2016 © Copyright by Nikolaus Adrian Keelaghan 2016 ABSTRACT OF THE DISSERTATION Performing Percussion in an Electronic World: An Exploration of Electroacoustic Music with a Focus on Stockhausen‘s Mikrophonie I and Saariaho‘s Six Japanese Gardens by Nikolaus Adrian Keelaghan Doctor of Musical Arts University of California, Los Angeles, 2016 Professor Robert Winter, Chair The origins of electroacoustic music are rooted in a long-standing tradition of non-human music making, dating back centuries to the inventions of automaton creators. The technological boom during and following the Second World War provided composers with a new wave of electronic devices that put a wealth of new, truly twentieth-century sounds at their disposal. Percussionists, by virtue of their longstanding relationship to new sounds and their ability to decipher complex parts for a bewildering variety of instruments, have been a favored recipient of what has become known as electroacoustic music. -
Jazz Piano Basics Handout WIBC17
JAZZ PIANO BASICS - DAN DAVEY DAN DAVEY JAZZ PIANO BASICS JAZZ PIANO BASICS - DAN DAVEY LEAD YOUR PIANIST ACROSS THE THRESHOLD Your pianists need YOUR help in rehearsal! Don’t expect private teachers to give them everything they need to be successful in YOUR ensemble on YOUR timeline. You need to have an understanding of the role of the piano and how to communicate voicings, comping, style, and more! Joining the jazz band as a pianist (or any other rhythm section instrument) is much different than joining as a horn player. The “concert band notes” look shockingly similar to the “jazz band notes” on the page. The horn player has to learn style and listening responsibilities. The music you hand your pianist looks entirely different and can be very overwhelming unless you know how to help them. BASIC FOUR-NOTE CHORD SYMBOLS Chord tones are numbered based on an 8-note scale using scale degrees 1 (Root), 3, 5, & 7. The following formulas are used to modify a major scale/arpeggio. Basic Symbols: • Major 7th: 1 3 5 7 Cmaj7, Cma7, CM7, C 7 • Dominant 7th: 1 3 5 b7 C7 • Minor 7th: 1 b3 5 b7 Cmin7, Cmi7, Cm7, C-7 • Half-Diminished: 1 b3 b5 b7 C7, C, Cmin7(b5), Cmi7(b5), Cm7(b5), C-7(b5), C-7(-5) • Diminished 7th: 1 b3 b5 bb7 Co7 • Minor-major 7th: 1 b3 5 7 Cmin(maj7), C-( 7) See the pattern of how each chord adds one flat to create the next. CŒ„Š7 C7 C‹7 C‹7(b5) 4 7 b7 4 w 5 bw 5 bw bw & w 3 w 3 b w bb w w Root w Root w w CŒ„Š7 C7 C‹7 C‹7(b5) b7 b7 4 5 b5 w bw bw bw & 4 w w b w b3 bb w b3 w w w Root w Root (Same as half-diminished chord) Note: All of this may be applied to your guitarist as well! JAZZ PIANO BASICS - DAN DAVEY WHAT ARE TENSIONS/EXTENSIONS? Tensions are non chord tones that are added to a chord to change the color/texture of the chord. -
Understanding Music Past and Present
Understanding Music Past and Present N. Alan Clark, PhD Thomas Heflin, DMA Jeffrey Kluball, EdD Elizabeth Kramer, PhD Understanding Music Past and Present N. Alan Clark, PhD Thomas Heflin, DMA Jeffrey Kluball, EdD Elizabeth Kramer, PhD Dahlonega, GA Understanding Music: Past and Present is licensed under a Creative Commons Attribu- tion-ShareAlike 4.0 International License. This license allows you to remix, tweak, and build upon this work, even commercially, as long as you credit this original source for the creation and license the new creation under identical terms. If you reuse this content elsewhere, in order to comply with the attribution requirements of the license please attribute the original source to the University System of Georgia. NOTE: The above copyright license which University System of Georgia uses for their original content does not extend to or include content which was accessed and incorpo- rated, and which is licensed under various other CC Licenses, such as ND licenses. Nor does it extend to or include any Special Permissions which were granted to us by the rightsholders for our use of their content. Image Disclaimer: All images and figures in this book are believed to be (after a rea- sonable investigation) either public domain or carry a compatible Creative Commons license. If you are the copyright owner of images in this book and you have not authorized the use of your work under these terms, please contact the University of North Georgia Press at [email protected] to have the content removed. ISBN: 978-1-940771-33-5 Produced by: University System of Georgia Published by: University of North Georgia Press Dahlonega, Georgia Cover Design and Layout Design: Corey Parson For more information, please visit http://ung.edu/university-press Or email [email protected] TABLE OF C ONTENTS MUSIC FUNDAMENTALS 1 N. -
The American Stravinsky
0/-*/&4637&: *ODPMMBCPSBUJPOXJUI6OHMVFJU XFIBWFTFUVQBTVSWFZ POMZUFORVFTUJPOT UP MFBSONPSFBCPVUIPXPQFOBDDFTTFCPPLTBSFEJTDPWFSFEBOEVTFE 8FSFBMMZWBMVFZPVSQBSUJDJQBUJPOQMFBTFUBLFQBSU $-*$,)&3& "OFMFDUSPOJDWFSTJPOPGUIJTCPPLJTGSFFMZBWBJMBCMF UIBOLTUP UIFTVQQPSUPGMJCSBSJFTXPSLJOHXJUI,OPXMFEHF6OMBUDIFE ,6JTBDPMMBCPSBUJWFJOJUJBUJWFEFTJHOFEUPNBLFIJHIRVBMJUZ CPPLT0QFO"DDFTTGPSUIFQVCMJDHPPE THE AMERICAN STRAVINSKY THE AMERICAN STRAVINSKY The Style and Aesthetics of Copland’s New American Music, the Early Works, 1921–1938 Gayle Murchison THE UNIVERSITY OF MICHIGAN PRESS :: ANN ARBOR TO THE MEMORY OF MY MOTHERS :: Beulah McQueen Murchison and Earnestine Arnette Copyright © by the University of Michigan 2012 All rights reserved This book may not be reproduced, in whole or in part, including illustrations, in any form (beyond that copying permitted by Sections 107 and 108 of the U.S. Copyright Law and except by reviewers for the public press), without written permission from the publisher. Published in the United States of America by The University of Michigan Press Manufactured in the United States of America ϱ Printed on acid-free paper 2015 2014 2013 2012 4321 A CIP catalog record for this book is available from the British Library. ISBN 978-0-472-09984-9 Publication of this book was supported by a grant from the H. Earle Johnson Fund of the Society for American Music. “Excellence in all endeavors” “Smile in the face of adversity . and never give up!” Acknowledgments Hoc opus, hic labor est. I stand on the shoulders of those who have come before. Over the past forty years family, friends, professors, teachers, colleagues, eminent scholars, students, and just plain folk have taught me much of what you read in these pages. And the Creator has given me the wherewithal to ex- ecute what is now before you. First, I could not have completed research without the assistance of the staff at various libraries. -
Autumn Leaves" in the 1960S
Outside Forces: "Autumn Leaves" in the 1960s By Keith Waters Is there a problem of form in the jazz tradition? Does the reliance upon repeated 32-bar frameworks create an unavoidable formal, harmonic, and metric redundancy? How do jazz improvisers transcend or evade this cyclic regularity? These are crucial questions. Jazz players have extended privilege to the 32-bar AABA and ABAC song form (along with 12-bar blues structures) since at least the 1930s, when the 32-bar song form replaced the 16-bar sectional forms of ragtime and early jazz. Yet repeated cycles of thirty-two bars result in a hypermetric consistency on several levels: single measures group into four-measure units, which then combine into eight measure sections; the four eight-measure sections comprise the 32-bar form, which becomes repeated, normally for the duration of the composition.! In the Western European tradition (with the occasional exception of the theme and variations genre and dance forms) form is typically not generated by regularly repeating structures, structures that are consistently built from measure groups of 4, 8, 16, and 32 bars. Yet this formal model, with its foursquare regularity and its repeated harmonic and metric organization, has been one of the primary vehicles for jazz improvisers and composers. Historically, jazz players have kept the structure, merely renovating it peri odically through stylistic change. Thus, while stylistic development and evolution has rapidly taken place in the area of instrumental technique, harmony, and rhythm, the domain ofform has remained relatively static.2 The manner in which improvisers overcome the limitations of a peri odic structure varies, and players have developed a variety of strategies to mask this regularity. -
DEPARTMENTAL SYLLABUS COURSE TITLE: Music Theory IV
SYLLABUS DATE OF LAST REVIEW: 12/2019 CIP CODE: 24.0101 SEMESTER: DEPARTMENTAL SYLLABUS COURSE TITLE: Music Theory IV COURSE NUMBER: MUSC0214 CREDIT HOURS: 4 INSTRUCTOR: DEPARTMENTAL SYLLABUS OFFICE LOCATION: DEPARTMENTAL SYLLABUS OFFICE HOURS: DEPARTMENTAL SYLLABUS TELEPHONE: DEPARTMENTAL SYLLABUS EMAIL: DEPARTMENTAL SYLLABUS KCKCC issued email accounts are the official means for electronically communicating with our students. PREREQUISITES: MUSC0213 Music Theory III REQUIRED TEXT AND MATERIALS: Please check with the KCKCC bookstore, http://www.kckccbookstore.com/, for the required texts for your particular class. COURSE DESCRIPTION: The purpose of this course is to continue the studies begun in Music Theory I, II and III. This course will complete the study of chromatic harmony and include a complete study of twentieth-century theoretical techniques. Topics covered will include enharmonic modulation, Impressionism, modes, scales, twelve tone techniques, and quartal harmony, and other twentieth century materials, plus elements of musicianship including sightsinging, dictation, rhythm, and keyboard skills. METHOD OF INSTRUCTION: A variety of instructional methods may be used depending on content area. These include but are not limited to: lecture, multimedia, cooperative/collaborative learning, labs and demonstrations, projects and presentations, speeches, debates, and panels, conferencing, performances, and learning experiences outside the classroom. Methodology will be selected to best meet student needs. COURSE OUTLINE: I. Enharmonic modulation A. Introduction B. Using dominant sevenths and German sixths C. Using fully diminished seventh chords D. Spelling and recognizing fully diminished seventh chords E. Resolution of fully diminished seventh chords II. Modes A. Modes in the Middles Ages B. Authentic vs. plagal modes C. Modes in the Renaissance D. -
Gershwin, Copland, Lecuoña, Chávez, and Revueltas
Latin Dance-Rhythm Influences in Early Twentieth Century American Music: Gershwin, Copland, Lecuoña, Chávez, and Revueltas Mariesse Oualline Samuels Herrera Elementary School INTRODUCTION In June 2003, the U. S. Census Bureau released new statistics. The Latino group in the United States had grown officially to be the country’s largest minority at 38.8 million, exceeding African Americans by approximately 2.2 million. The student profile of the school where I teach (Herrera Elementary, Houston Independent School District) is 96% Hispanic, 3% Anglo, and 1% African-American. Since many of the Hispanic students are often immigrants from Mexico or Central America, or children of immigrants, finding the common ground between American music and the music of their indigenous countries is often a first step towards establishing a positive learning relationship. With this unit, I aim to introduce students to a few works by Gershwin and Copland that establish connections with Latin American music and to compare these to the works of Latin American composers. All of them have blended the European symphonic styles with indigenous folk music, creating a new strand of world music. The topic of Latin dance influences at first brought to mind Mexico and mariachi ensembles, probably because in South Texas, we hear Mexican folk music in neighborhood restaurants, at weddings and birthday parties, at political events, and even at the airports. Whether it is a trio of guitars, a group of folkloric dancers, or a full mariachi band, the Mexican folk music tradition is part of the Tex-Mex cultural blend. The same holds true in New Mexico, Arizona, and California. -
The Coordinative Structure of Polyrhythmic Performance and Korte’S Third Law
The Coordinative Structure of Polyrhythmic Performance and Korte’s Third Law THESIS Presented in Partial Fulfillment of the Requirements for the Degree Master of Arts in the Graduate School of The Ohio State University By Emanuele Rizzi Graduate Program in Psychology The Ohio State University 2015 Master's Examination Committee: Dr. Richard Jagacinski, Advisor Dr. Alex Petrov Dr. Steven Lavender Copyrighted by Emanuele Rizzi 2015 Abstract Previous research examining the performance of bimanual polyrhythmic tapping has utilized temporal covariance analysis to determine the interdependence of limbs being coordinated. The prevailing finding is that the perceptual-motor system couples the actions of the left and right hand into a dependent or integrated unit, with one notable exception in a study by Krampe et al. (2000). This study found that concert level pianists performing a 4:3 bimanual polyrhythm could exhibit relatively independent (i.e. parallel) performance between the two hands. In other coordination experiments parallel performance between the upper and lower body was achieved fairly regularly in the timing structure of moderately skilled golfers during their swing (Jagacinski et al., 2011). Combining aspects of these previous works, we tested the effects of speed on the coordinative structure of skilled drummers’ hands and right foot while performing a 4:3:2 polyrhythm. All participants showed parallel performance between one or more limb pairs in both 3-limb polyrhythmic conditions and bimanual polyrhythmic conditions. Given that participants were coordinating both of their hands and their foot, they exhibited coordinative structures that mixed both integration and parallelism between limb pairs. Faster performance speed resulted in more parallel performance as well as more variable performance.