Pads and Punches Pads and Punches Usually Use All of the Voices of the Chord at the Same Time

Total Page:16

File Type:pdf, Size:1020Kb

Pads and Punches Pads and Punches Usually Use All of the Voices of the Chord at the Same Time Chords: Rhythm The rhythms that chordal instrument play can be broken into four categories: pads, punches, ostinatos, and riffs. Rhythms from each category can exist at the same time in a song as long as the range, amount of voices in a chord, and volume is different between the instruments playing them. Pads and Punches Pads and punches usually use all of the voices of the chord at the same time. Pads are chords that have a long duration. The attack of a pad can occur at the same time as the kick, and the release can happen at the same time as a kick or snare. Pads are frequently played at the start of a chord and end when the chord changes. Full Measure Pad Full Measure Pad With Snare Release 1 e + a 2 e + a 3 e + a 4 e + a 1 e + a 2 e + a 3 e + a 4 e + a X X A punch is a chordal rhythm with a short duration. Punches generally are at the same time as snare attacks, but they can also happen at the same time as the kick. Punches can also have no link to the drum beat and, by doing so, add more overall rhythmic interest to a song. A guitar playing with the snare on beats two and four is a classic example of a punch. One instrument can play both pads and punches or the roles can be shared between more than one instrument. Backbeat Punches Pads and Punches 1 e + a 2 e + a 3 e + a 4 e + a 1 e + a 2 e + a 3 e + a 4 e + a X X X X X Ostinato An ostinato is a one to two measure repeated rhythmic figure that is usually quieter in the mix. One or more voices of the chord can be used in an ostinato to create sparse or dense textures. Below are examples of ostinato patterns that use two voices in a chord. 3-2 Clave 16th Note Power Chords 1 + 2 + 3 + 4 + 1 + 2 + 3 + 4 + 1 e + a 2 e + a 3 e + a 4 e + a Top Voice X X X X X X X X X X X X X X X X X X X Middle Voice X X X X X X Bottom Voice X X X X X X X X X X X X X X X X X X Riff A riff is a two to four measure repeated rhythmic figure that is usually louder in the mix. One or more voices of the chord are used with syncopation, repetition, and space to create melodic sounding phrases. The riff below is four measures long and has a repetition pattern of ABAC. Four Measure Three Voice Riff 1 + 2 + 3 + 4 + 1 + 2 + 3 + 4 + 1 + 2 + 3 + 4 + 1 + 2 + 3 + 4 + Top Voice X X X X X X Middle Voice X X X X X X X X Bottom Voice X X X X X X ©shedthemusic.com.
Recommended publications
  • GENERAL MUSIC Grade 3
    GENERAL MUSIC Grade 3 Course Overview: Grade 3 students will engage in a wide variety of music activities, including singing, playing instruments, and dancing. Music notation is addressed through reading rhythm subdivisions to sixteenth notes, multiple beat notations, and reading five note melodic notations on a five line staff. They also continue building the foundation of musical vocabulary. NOTE: Throughout this document, learning target types are identified as knowledge (“K”), reasoning (“R”), skill (“S”), or product (“P”). NATIONAL STANDARD 1: Students sing, alone and with others, a varied repertoire of music. Benchmark 1: Students sing independently, on pitch and in rhythm, with appropriate timbre, diction, and posture, and maintain a steady tempo. Learning Targets (Type): 1) I can label a melody that moves by step, skip, or repeat when I listen to a so n g or sing a song. (R) 2) I can identify steps, skips, and repeats when I see them on a treble staff. (K) 3) I can play the steady beat with body percussion or on an instrument when I sing a song. (S) 4) I can play the melodic rhythm of the song using body percussion or unpitched percussion instruments. (S) Benchmark 2: Students sing expressively, with appropriate dynamics, phrasing, and interpretation. Learning Targets (Type): 1) I can make and perform a dynamic plan for a song using p, mp, mf, and f. (S) 2) I can count the number of phrases in a song. (K) Benchmark 3: Students sing from memory a varied repertoire of songs representing genres and styles from diverse cultures. Learning Targets (Type): 1) I can sing holiday music from around the world in December.
    [Show full text]
  • John Corigliano's Fantasia on an Ostinato, Miguel Del Aguila's Conga for Piano, and William Bolcom's Nine New Bagatelles
    Graduate Theses, Dissertations, and Problem Reports 2016 Pedagogical and Performance Aspects of Three American Compositions for Solo Piano: John Corigliano's Fantasia on an Ostinato, Miguel del Aguila's Conga for Piano, and William Bolcom's Nine New Bagatelles Tse Wei Chai Follow this and additional works at: https://researchrepository.wvu.edu/etd Recommended Citation Chai, Tse Wei, "Pedagogical and Performance Aspects of Three American Compositions for Solo Piano: John Corigliano's Fantasia on an Ostinato, Miguel del Aguila's Conga for Piano, and William Bolcom's Nine New Bagatelles" (2016). Graduate Theses, Dissertations, and Problem Reports. 5331. https://researchrepository.wvu.edu/etd/5331 This Dissertation is protected by copyright and/or related rights. It has been brought to you by the The Research Repository @ WVU with permission from the rights-holder(s). You are free to use this Dissertation in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you must obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This Dissertation has been accepted for inclusion in WVU Graduate Theses, Dissertations, and Problem Reports collection by an authorized administrator of The Research Repository @ WVU. For more information, please contact [email protected]. Pedagogical and Performance Aspects of Three American Compositions for Solo Piano: John Corigliano’s Fantasia on an Ostinato, Miguel del Aguila’s Conga for Piano, and William Bolcom’s Nine New Bagatelles Tse Wei Chai A Doctoral Research Project submitted to The College of Creative Arts at West Virginia University in partial fulfillment of the requirements for the degree of Doctor of Musical Arts in Piano Performance James Miltenberger, D.M.A., Committee Chair & Research Advisor Peter Amstutz, D.M.A.
    [Show full text]
  • The Meshuggah Quartet
    The Meshuggah Quartet Applying Meshuggah's composition techniques to a quartet. Charley Rose jazz saxophone, MA Conservatorium van Amsterdam, 2013 Advisor: Derek Johnson Research coordinator: Walter van de Leur NON-PLAGIARISM STATEMENT I declare 1. that I understand that plagiarism refers to representing somebody else’s words or ideas as one’s own; 2. that apart from properly referenced quotations, the enclosed text and transcriptions are fully my own work and contain no plagiarism; 3. that I have used no other sources or resources than those clearly referenced in my text; 4. that I have not submitted my text previously for any other degree or course. Name: Rose Charley Place: Amsterdam Date: 25/02/2013 Signature: Acknowledgment I would like to thank Derek Johnson for his enriching lessons and all the incredibly precise material he provided to help this project forward. I would like to thank Matis Cudars, Pat Cleaver and Andris Buikis for their talent, their patience and enthusiasm throughout the elaboration of the quartet. Of course I would like to thank the family and particularly my mother and the group of the “Four” for their support. And last but not least, Iwould like to thank Walter van de Leur and the Conservatorium van Amsterdam for accepting this project as a master research and Open Office, open source productivity software suite available on line at http://www.openoffice.org/, with which has been conceived this research. Introduction . 1 1 Objectives and methodology . .2 2 Analysis of the transcriptions . .3 2.1 Complete analysis of Stengah . .3 2.1.1 Riffs .
    [Show full text]
  • The Development of Duke Ellington's Compositional Style: a Comparative Analysis of Three Selected Works
    University of Kentucky UKnowledge University of Kentucky Master's Theses Graduate School 2001 THE DEVELOPMENT OF DUKE ELLINGTON'S COMPOSITIONAL STYLE: A COMPARATIVE ANALYSIS OF THREE SELECTED WORKS Eric S. Strother University of Kentucky, [email protected] Right click to open a feedback form in a new tab to let us know how this document benefits ou.y Recommended Citation Strother, Eric S., "THE DEVELOPMENT OF DUKE ELLINGTON'S COMPOSITIONAL STYLE: A COMPARATIVE ANALYSIS OF THREE SELECTED WORKS" (2001). University of Kentucky Master's Theses. 381. https://uknowledge.uky.edu/gradschool_theses/381 This Thesis is brought to you for free and open access by the Graduate School at UKnowledge. It has been accepted for inclusion in University of Kentucky Master's Theses by an authorized administrator of UKnowledge. For more information, please contact [email protected]. ABSTRACT OF THESIS THE DEVELOPMENT OF DUKE ELLINGTON’S COMPOSITIONAL STYLE: A COMPARATIVE ANALYSIS OF THREE SELECTED WORKS Edward Kennedy “Duke” Ellington’s compositions are significant to the study of jazz and American music in general. This study examines his compositional style through a comparative analysis of three works from each of his main stylistic periods. The analyses focus on form, instrumentation, texture and harmony, melody, tonality, and rhythm. Each piece is examined on its own and their significant features are compared. Eric S. Strother May 1, 2001 THE DEVELOPMENT OF DUKE ELLINGTON’S COMPOSITIONAL STYLE: A COMPARATIVE ANALYSIS OF THREE SELECTED WORKS By Eric Scott Strother Richard Domek Director of Thesis Kate Covington Director of Graduate Studies May 1, 2001 RULES FOR THE USE OF THESES Unpublished theses submitted for the Master’s degree and deposited in the University of Kentucky Library are as a rule open for inspection, but are to be used only with due regard to the rights of the authors.
    [Show full text]
  • Downbeat.Com April 2011 U.K. £3.50
    £3.50 £3.50 U.K. PRIL 2011 DOWNBEAT.COM A D OW N B E AT MARSALIS FAMILY // WOMEN IN JAZZ // KURT ELLING // BENNY GREEN // BRASS SCHOOL APRIL 2011 APRIL 2011 VOLume 78 – NumbeR 4 President Kevin Maher Publisher Frank Alkyer Editor Ed Enright Associate Editor Aaron Cohen Art Director Ara Tirado Production Associate Andy Williams Bookkeeper Margaret Stevens Circulation Manager Sue Mahal Circulation Associate Maureen Flaherty ADVERTISING SALES Record Companies & Schools Jennifer Ruban-Gentile 630-941-2030 [email protected] Musical Instruments & East Coast Schools Ritche Deraney 201-445-6260 [email protected] Classified Advertising Sales Sue Mahal 630-941-2030 [email protected] OFFICES 102 N. Haven Road Elmhurst, IL 60126–2970 630-941-2030 Fax: 630-941-3210 http://downbeat.com [email protected] CUSTOMER SERVICE 877-904-5299 [email protected] CONTRIBUTORS Senior Contributors: Michael Bourne, John McDonough, Howard Mandel Atlanta: Jon Ross; Austin: Michael Point, Kevin Whitehead; Boston: Fred Bouchard, Frank-John Hadley; Chicago: John Corbett, Alain Drouot, Michael Jackson, Peter Margasak, Bill Meyer, Mitch Myers, Paul Natkin, Howard Reich; Denver: Norman Provizer; Indiana: Mark Sheldon; Iowa: Will Smith; Los Angeles: Earl Gibson, Todd Jenkins, Kirk Silsbee, Chris Walker, Joe Woodard; Michigan: John Ephland; Minneapolis: Robin James; Nashville: Robert Doerschuk; New Orleans: Erika Goldring, David Kunian, Jennifer Odell; New York: Alan Bergman, Herb Boyd, Bill Douthart, Ira Gitler, Eugene Gologursky, Norm Harris, D.D. Jackson, Jimmy Katz,
    [Show full text]
  • Hooks and Riffs A
    SECONDARY/KEY STAGE 3 M U S I C – H O O K S A N D R I F F S K NOWLEDGE ORGANISER Exploring Repeated Musical Patterns Hooks and Riffs A. Key Words B. Famous Hooks, Riffs and Ostinatos C. Music Theory HOOK – A ‘musical hook’ is usually the ‘catchy bit’ of REPEAT SYMBOL – A musical symbol the song that you will remember. It is often short and Bass Line Riff from “Sweet Dreams” – The Eurythmics used in staff notation used and repeated in different places throughout the consisting of two piece. HOOKS can either be a: vertical dots followed by MELODIC HOOK – a HOOK based on the instruments Riff from “Word Up” – Cameo double bar lines and the singers showing the performer RHYTHMIC HOOK – a HOOK based on the patterns in should go back to either the start of the drums and bass parts or a the piece or to the corresponding VERBAL/LYRICAL HOOK – a HOOK based on the Rhythmic Riff from “We Will Rock You” – Queen sign facing the other way and repeat rhyming and/or repeated words of the chorus. that section of music. RIFF – A repeated musical pattern often used in the TREBLE CLEF – A musical introduction and instrumental breaks in a song or piece Vocal and Melodic Hook from “We Will Rock You” – Queen symbol showing that of music. RIFFS can be rhythmic, melodic or lyrical, notes are to be short and repeated. performed at a higher OSTINATO – A repeated musical pattern. The same pitch. Also called the G Rhythmic Ostinato from “Bolero” - Ravel meaning as the word RIFF but used when describing clef since it indicates repeated musical patterns in “classical” and some that the second line up is the note G.
    [Show full text]
  • 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 .
    [Show full text]
  • The Basic Outline of Rock N Roll, by the Velvet Underground (See Tab at End for Detail) Intro 1X: C Bb F (G) F C Verse 4X: C Bb F (G) F C
    The basic outline of Rock n Roll, by the Velvet Underground (see tab at end for detail) intro 1x: C Bb F (G) F C verse 4x: C Bb F (G) F C Jenny said when she was just five years old There was nothin' happenin' at all Every time she puts on a radio There was nothin' goin' down at all, Not at all Then one fine mornin' she puts on a New York station You know, she don't believe what she heard at all She started shakin' to that fine fine music You know her life was saved by rock 'n' roll prechorus 1x: Dm F Gsus2 F Despite all the amputations you know you could just go out And dance to the rock 'n' roll station chorus 2x: C F C F It was alright It was allright Hey baby You know it was allright It was allright intro with droning guitar solo thing 1x: C Bb F (G) F C verse 4x: C Bb F (G) F C Jenny said when she was just bout five years old You know my parents are gonna be the death of us all Two TV sets and two Cadillac cars - Well you know it ain't gonna help me at all Not just a little tiny bit Then one fine mornin' she turns on a New York station She doesn't believe what she hears at all Ooh, She started dancin' to that fine fine music You know her life is saved by rock 'n' roll, Yeah, rock n' roll prechorus 1x: Dm F Gsus2 F Despite all the computations You could just dance to that rock 'n' roll station chorus 2x: C F C F And baby -- it was allright And it was alright Hey it was allright It was allright Hey here she comes now! instrumental chorus with guitar stuff 4x: C F C F solo on intro progression 1x: C Bb F (G) F C verse 4x: C Bb F (G)
    [Show full text]
  • Scheme of Work: Riffs, Ostinati and Loops
    Scheme of work: Focus - Riffs, Ostinati and Loops This resource is a scheme of work to help you teach our GCSE Music specification (8271). The subject content of the four areas of study focuses strongly on the musical elements. We recommend that the three components (understanding music, performing and composing) are taught holistically. This scheme of work is designed to strengthen the connection between listening, performing and composing. It highlights how many of the musical elements are universal and can be applied across different genres and styles of music. You can adapt this scheme of work to suit a variety of circumstances. It covers: all four areas of study how to integrate listening, performing and composing to support progression through the activities the relationship between the area of study and the musical elements to demonstrate universality musical elements taken from the area of study musical elements tables in the specification. Focus: Riffs, Ostinati and Loops Area of study one: Musical language/elements Melody: conjunct, scalic, arpeggio, passing notes, diatonic, ostinato Harmony: diatonic, perfect, imperfect Tonality: major, minor, modulation Structure: theme and variations Sonority: string timbre, arco Texture: homophonic, contrapuntal, imitation , canon Tempo, Metre, Rhythm: simple, triplet Dynamics/Articulation: pp, p, mp, mf, f, ff, crescendo, diminuendo Phrasing: legato, staccato Area of study two: Musical language/elements Melody: riff, pitch bend, vibrato, improvisation, blue notes Harmony: power chords,
    [Show full text]
  • Melody and Accompaniment Articles for EPMOW (Encyclopedia of Popular Music of the World) by Philip Tagg
    P Tagg: 1 Melody and Accompaniment articles for EPMOW (Encyclopedia of Popular Music of the World) by Philip Tagg Contents melody 2 Defining parameters 2 General characteristics of popular melody 2 Metaphorical nomenclature 3 Typologies of melody 4 Structural typologies 4 Pitch contour 4 Tonal vocabulary 7 Dynamics and mode of articulation 8 Rhythmic profile 8 Body and melodic rhythm 9 Language and melodic rhythm 9 Culturally specific melodic formulae 10 Patterns of recurrence 12 Connotative typologies 15 accompaniment 17 Bibliography 20 Musical references 22 P Tagg: melody Defining parameters 2 melody From the two Ancient Greek words mélos (m°low = a song, or the music to which a song is set) and ode (”dÆ = ode, song, poem), the English word melody seems to have three main meanings: [1] a monodic tonal sequence, accompanied or unaccom- panied, perceived as a musical statement with distinct rhythmic profile and pitch contour; [2] the monodic musical foreground to which ACCOMPANIMENT (see p.17 ff.) and HARMONY (see Tagg’s Harmony Handout) are, at least within most popular music traditions of Europe and the Americas, understood as providing the back- ground; [3] all such monodic tonal sequences and/or aspects of musical foreground within one complete song (e.g. ‘Auld Lang Syne is a popular Scottish melody’). It should be noted in the latter case that mélodie, Melodie, melodia, melodi (French, German, Latin and Scandinavian languages respectively) can in popular parlance sometimes denote the entirety of any TUNE or SONG (including lyrics and accompa- niment) in which melody, defined according to [1] and [2] above, is a prominent fea- ture.
    [Show full text]
  • Guitar Riffs and Solos
    Group 1: Guitar Riffs and Solos Source 1 Video: Opening Guitar Riffs of Four Chuck Berry Songs Discuss: • What words would you use to describe these passages? How do they make you feel? What tone do they set for the song? • Are there similarities among the four different intros? Why might Chuck Berry have used this formula to begin so many different songs? • What do these passages suggest about the importance of guitar as a Rock and Roll instrument? Source 2 Excerpt of Lyrics from “Johnny B. Goode” Deep down in Louisiana close to New Orleans Way back up in the woods among the evergreens There stood a log cabin made of earth and wood Where lived a country boy named Johnny B. Goode Who never ever learned to read or write so well But he could play a guitar just like ringing a bell…. People passing by they would stop and say Oh my, but that little country boy can play Discuss: • Who is Johnny B. Goode? What can he do, and what can’t he do? • What is the songwriter’s attitude toward Johnny? Why is he writing a song about Johnny B. Goode? • What does the song suggest about the importance of playing the guitar to Rock and Roll? Source 3 Excerpt from Rolling Stone magazine, 2008 In 2008, Rolling Stone selected “Johnny B. Goode” as No. 1 on its list of “The 100 Greatest Guitar Songs of All Time.” Below is a short excerpt from the magazine. WWW.TEACHROCK.ORG “’Johnny B. Goode’ was the first great record about the joys and rewards of playing rock & roll guitar.
    [Show full text]
  • Bluesrhythmguitarebook.Pdf
    How to play Blues Rhythm Guitar like the Blues Masters Antony Reynaert www.BestBluesGuitarLessonsOnline.com copyright (c) Guitar Mastery Solutions Contents ! Introduction: How to think like a blues guitar master . 4 I. Expanding your Rhythm Guitar Playing A. How to transform your basic blues riffs . 5 B. Combining Riffs & Chords . 7 C. Riffs based on the Blues Scale . 9 II. Creativity Exercises A. Making you Rhythm Guitar Playing sound more ‘Interesting’ . 11 ! Creativity Exercises for Rhythm ! ! Creativity Exercises for Dynamics B. Expanding your Rhythm guitar self expression . 1 5 C. About Inspiration: what to play if you don’t know what to play . 15 ! Performance Tips III. Tablature Examples A. Example 1 . 1 6 B. Example 2 . 19 About the Author copyright (c) Guitar Mastery Solutions Introduction: How to Think like a Blues Guitar Master Do you know the feeling when you are requested to ‘play something’, whether being called out by a family member or at a jamsession? Do you often feel that you don’t know what to play or that you repeat yourself far too much, when confronted with such a request? When you watch the blues masters play, they are having fun on stage. They seem to be performing from a place within themselves that is free and careless. A place where they don’t have to think ‘what to play’ anymore. Perhaps you think that you should be born with some kind of natural talent and that you probably don’t possess this talent. The truth is that the masters of blues guitar aren’t born with this talent.
    [Show full text]