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Enovation 8: Chord Shapes, Shifts, and Progression NOTE: Video and Audio Files Are Found in the Media Playlist at the Bottom of Each Lesson Page
P a g e | 1 eNovation 8: Chord Shapes, Shifts, and Progression NOTE: Video and audio files are found in the media playlist at the bottom of each lesson page. eNovation 8 Overview Summary: In eNovation 8 the focus is on recognition and secure performance of commonly found chord shapes and facility in moving between these different shapes Goals on the keyboard. The theoretical understanding of primary chords is emphasized so that students can quickly play chords, harmonize melodies, and realize lead sheets. Key Elements: • Technique: Chord Shapes: 5/3, 6/3, 6/4, 6/5 • Technique: Chordal Shifts and Progressions I, IV6/4, V6/3 and I, IV6/4, V6/5 • Reading: Chords and Inversions • Rhythm: Sixteenth Notes in Compound Meters • Theory: Inversions / Slash Chord Notation • Cadences: I – V7 • Styles: Broken Chord, Alberti Bass, Waltz Bass, Polka, Keyboard Style Go to eNovation 8 Topic Page Topic 1: Introduction to Chord Shapes and Inversions / Sixteenth Notes in Compound Meter Lesson Goals In this eNovation, students learn the 'feel’ of the different chord shapes and to quickly and comfortably shift between them. They will learn how the figured bass symbols for chords and inversions assist in reading and playing chords by shape. Students will also develop understanding of structure, content and fingerings for the different chord inversions. Activity Type / Title with Links Instructions/Comments ☐ Video Inversion Fingerings Watch instructional video Chord inversions have a distinctive shape on the staff and keyboard which Chord Shapes and Figured Bass Inversion determines its figured bass designation. ☐ Theory Symbols (Video and Flashcards) Watch the video: Chord Shapes and Figured Bass Inversion Symbols, then drill with the video flashcards. -
Music of the Classical Period
2019/2020 Music of the Classical Period Code: 100641 ECTS Credits: 6 Degree Type Year Semester 2500240 Musicology OB 2 2 Contact Use of Languages Name: Jordi Rifé Santaló Principal working language: catalan (cat) Email: [email protected] Some groups entirely in English: No Some groups entirely in Catalan: Yes Some groups entirely in Spanish: No Prerequisites 1.Have a general knowledge of the History of Music, Art and Philosophy. 2.Have consolidated the bases of Harmony, Contrpunto and Musical Forms. Objectives and Contextualisation The course seeks to describe and explain the development of music and the musical phenomenon from the end of the last Baroque until the early decades of the XIX century. Therefore, it will be a contextualized journey through the most important composers, forms, genres, instruments and theories that make up the musical style of the music of the classical and musical classicism. Competences Critically analyse musical works from any of the points of view of the discipline of musicology. Developing critical thinking and reasoning and communicating them effectively both in your own and other languages. Identify and compare the different channels of reception and consumption of music in society and in culture in each period. Know and understand the historical evolution of music, its technical, stylistic, aesthetic and interpretative characteristics from a diachronic perspective. Relate concepts and information from different humanistic, scientific and social disciplines, especially the interactions which are established between music and philosophy, history, art, literature and anthropology. Relate knowledge acquired to musical praxis, working with musicians through the analysis and contextualisation of different repertoires, both related to historical music and to the different manifestations of contemporary music. -
Music Or the Vocabulary of Music Transcript
Music or The Vocabulary of Music Transcript Date: Tuesday, 29 October 2002 - 12:00AM Music or the Vocabulary of Music Professor Piers Hellawell When I hear the phrase 'now that's what I call music', I feel nothing less than a huge pang of envy. This has been tempered by the sloganising of this phrase, which now acts as a parody of its previous self, but even in its parodic version it reminds us of a nostalgic certainty, about what music is and where it lives, that as a composer I can never enjoy and which, for me, is in fact a total fiction. I am less and less sure what it is that I call music (although, of course, I know when I hear it). The starting point for this year's lectures is therefore the absence of any global or historical consensus about what we call music, a confusion that has served the art very well over many hundreds of years. Through this year I shall be looking at what music is, how we present it and how it has changed. In my second talk I will even admit to doubts as to whether it exists at all, on the grounds that it is continually being mislaid: does it live in its score, in a recording, in a box under the stairs, in a drawer? Where did we put it? I said that confusion about all this has served music well; this is because as a species we are incurable control-freaks, who cannot help trying to reduce our world to properties that we can bend into service. -
The Classical Period (1720-1815), Music: 5635.793
DOCUMENT RESUME ED 096 203 SO 007 735 AUTHOR Pearl, Jesse; Carter, Raymond TITLE Music Listening--The Classical Period (1720-1815), Music: 5635.793. INSTITUTION Dade County Public Schools, Miami, Fla. PUB DATE 72 NOTE 42p.; An Authorized Course of Instruction for the Quinmester Program; SO 007 734-737 are related documents PS PRICE MP-$0.75 HC-$1.85 PLUS POSTAGE DESCRIPTORS *Aesthetic Education; Course Content; Course Objectives; Curriculum Guides; *Listening Habits; *Music Appreciation; *Music Education; Mucic Techniques; Opera; Secondary Grades; Teaching Techniques; *Vocal Music IDENTIFIERS Classical Period; Instrumental Music; *Quinmester Program ABSTRACT This 9-week, Quinmester course of study is designed to teach the principal types of vocal, instrumental, and operatic compositions of the classical period through listening to the styles of different composers and acquiring recognition of their works, as well as through developing fastidious listening habits. The course is intended for those interested in music history or those who have participated in the performing arts. Course objectives in listening and musicianship are listed. Course content is delineated for use by the instructor according to historical background, musical characteristics, instrumental music, 18th century opera, and contributions of the great masters of the period. Seven units are provided with suggested music for class singing. resources for student and teacher, and suggestions for assessment. (JH) US DEPARTMENT OP HEALTH EDUCATION I MIME NATIONAL INSTITUTE -
Fall 2012 Curriculum Table of Contents
Fall 2012 Curriculum Table of Contents Center for the Advancement of Public Action…………………………………………………………………………… 1 Advancement of Public Action............................................................................................................................... 1 Design Labs ............................................................................................................................................................... 5 Conflict Resolution................................................................................................................................................... 6 Modules: Transferable Approaches....................................................................................................................... 6 Center for Creative Teaching………………………………………………………………………………………………. 9 Dance………………………………………………………………………………………………………………………... 11 Drama……………………………………………………………………………………………………………………….. 19 The Environment………………………………………………………………………………………………………….. 29 Foreign Languages………………………………………………………………………………………………………… 31 Chinese..................................................................................................................................................................... 31 Foreign Language Education................................................................................................................................32 French...................................................................................................................................................................... -
Karel Ančerl Mannheim School
czech music quarterly 4 | 2 0 0 7 Jan Talich Festivals in the Czech Republic Karel Ančerl Mannheim School 2 0 7 Dear Readers, | 4 with this last issue for 2007, Czech Music Quarterly crowns its first year of existence in a new format and with a new graphic design. We think the magazine’s new look has been a success and we hope we are not alone in thinking so. In any case we welcome any feedback from readers. And of course not only on matters of design but on the content too – your comments, suggestions and criticisms are very important for us. I would like to draw your attention to the fact that for several months now full-text back numbers of all out issues from 2004 to 2006 have been accessible on our web pages, www.czech-music.net, and other issues will be added progressively (always a year after original publication). Please note that as far as older numbers are concerned, we shall always be happy to send you a copy of any article that interests you on request (you will find a list of contents of individual back numbers on our web archive). Our prime concern is that anyone anywhere who wants information about Czech music should have no difficulty getting it. Please don’t hesitate to contact us. With the next issue we shall once again be providing a CD, this time offering recordings of music by composers who came on the scene in the 1960s. As with the last CD, all the pieces (with one exception) have never previously been recorded. -
Baroque and Classical Style in Selected Organ Works of The
BAROQUE AND CLASSICAL STYLE IN SELECTED ORGAN WORKS OF THE BACHSCHULE by DEAN B. McINTYRE, B.A., M.M. A DISSERTATION IN FINE ARTS Submitted to the Graduate Faculty of Texas Tech University in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY Approved Chairperson of the Committee Accepted Dearri of the Graduate jSchool December, 1998 © Copyright 1998 Dean B. Mclntyre ACKNOWLEDGMENTS I am grateful for the general guidance and specific suggestions offered by members of my dissertation advisory committee: Dr. Paul Cutter and Dr. Thomas Hughes (Music), Dr. John Stinespring (Art), and Dr. Daniel Nathan (Philosophy). Each offered assistance and insight from his own specific area as well as the general field of Fine Arts. I offer special thanks and appreciation to my committee chairperson Dr. Wayne Hobbs (Music), whose oversight and direction were invaluable. I must also acknowledge those individuals and publishers who have granted permission to include copyrighted musical materials in whole or in part: Concordia Publishing House, Lorenz Corporation, C. F. Peters Corporation, Oliver Ditson/Theodore Presser Company, Oxford University Press, Breitkopf & Hartel, and Dr. David Mulbury of the University of Cincinnati. A final offering of thanks goes to my wife, Karen, and our daughter, Noelle. Their unfailing patience and understanding were equalled by their continual spirit of encouragement. 11 TABLE OF CONTENTS ACKNOWLEDGMENTS ii ABSTRACT ix LIST OF TABLES xi LIST OF FIGURES xii LIST OF MUSICAL EXAMPLES xiii LIST OF ABBREVIATIONS xvi CHAPTER I. INTRODUCTION 1 11. BAROQUE STYLE 12 Greneral Style Characteristics of the Late Baroque 13 Melody 15 Harmony 15 Rhythm 16 Form 17 Texture 18 Dynamics 19 J. -
Juilliard Orchestra Student Composers Monday, February 25, 2013 at 8 PM the Peter Jay Sharp Theater Printed on Recycled Paper the Juilliard School Presents The
Juilliard Orchestra student cOmpOsers Monday, February 25, 2013 at 8 PM The Peter Jay Sharp Theater PrinTed on recycled PaPer The Juilliard School presents the Juilliard Orchestra featuring fOur wOrld premieres by Juilliard cOmpOsers Jeffrey milarsky, Conductor Monday, February 25, 2013 at 8 PM The Peter Jay Sharp Theater paul frucht Relic* yuri bOguinia Margarita at the Ball Maxwell FoSTer , piano inTerMiSSion stefan cwik The Illusionist The Nectar, Suite no. 1 (from the Two-act Ballet) peng-peng gOng City Scenes Dance of the Boy The Blue-Eyed Awakening Pas de Deux Dance of the Killers *winner, 2013 arthur Friedman composition Prize this performance is supported in part by the muriel gluck production fund. Please make certain that the electronic signal on your watch, pager, or cell phone is turned off during the concert. The taking of photographs and the use of recording equipment are not permitted in this theater. aBouT The PrograM Relic That being said, this is not a re-working paul frucht of anyone’s music in particular nor is this piece paying homage to any particular com - at the same time as i was beginning to con - poser. instead, this piece pays homage to ceive this piece, i was studying harmony and sonority, a relic and cornerstone of harmony, counterpoint fairly rigorously. i began to filtered through my own contemporary find myself fascinated with the triad as one voice. of the most, if not the most, important har - monic formation in western music since the —Paul Frucht 16th century. as i learned how the triad came to be —out of contrapuntal rules relat - aBouT Paul FruchT ing to consonances and dissonances —i Paul Frucht is a composer and percussionist found it astonishing how far the triad had dedicated to creating and performing music come and how it has survived through all of with a vibrant, unique sound that engages a the periods of harmonic innovation through - wide spectrum of audiences. -
Pittsburgh Symphony Orchestra LORIN MAAZEL, Music Director-Designate
THE UNIVERSITY MUSICAL SOCIETY OF THE UNIVERSITY OF MICHIGAN Pittsburgh Symphony Orchestra LORIN MAAZEL, Music Director-Designate MICHAEL TILSON THOMAS Conductor VLADIMIR FELTSMAN, Pianist WEDNESDAY EVENING, APRIL 27, 1988, AT 8:00 HILL AUDITORIUM, ANN ARBOR, MICHIGAN PROGRAM Symphony No. 6 in F major, Op. 68 ("Pastoral") ............... BEETHOVEN Allegro ma non troppo (Awakening of Joyful Feelings Upon Arriving in the Country) Andante molto mosso (Scene by the Brook) Allegro (Merry Gathering of Country Folk) Allegro (Tempest, Storm) Allegretto (Shepherds' Hymn: Glad and Thankful Feelings After the Storm) INTERMISSION Concerto No. 3 in D minor for Piano and Orchestra, Op. 30 . RACHMANINOFF Allegro ma non tanto Intermezzo: adagio Finale: alia breve VLADIMIR FELTSMAN Bravo to May Festival Underwriters In the spirit of honoring the past and ensuring the future, these families and individuals have demonstrated their support by underwriting the artist fees and major production costs of this 95th Annual May Festival. Representing both long-time Ann Arbor arts patrons and a new generation of leadership in the cultural life of this community, these donors are committed to maintaining the Musical Society's tradition of excellence through their public-spirited generosity. We gratefully recognize the following: Dennis A. Dahlmann Mrs. Theophile Raphael Mr. and Mrs. Peter N. Heydon Eileen and Ron Weiser with Elizabeth E. Kennedy McKinley Associates, Inc. Bill and Sally Martin An anonymous family The Power Foundation Forty-second Concert of the 109th Season Ninety-fifth Annual May Festival PROGRAM NOTES by Dr. FREDERICK DORIAN in collaboration with Dr. JUDITH MEIBACH Symphony No. 6 in F major, Op. 68 ("Pastoral") . -
Classical Music 1750 - 1800
Classical Music 1750 - 1800 Higher Music Characteristics • A less complicated texture than had been evident in Baroque times (less Polyphonic) • More use of expression through Dynamics. Greater Dynamic contrast were evident • An elegant character • Clear use of phrasing • Clear use of cadences • Changing themes and emotions within one piece of music • Harmony changes were slower, less frequent unlike Baroque music which often changed chords 2 or 3 times per bar • The replacement of the Harpsichord with the Piano • Less use of Continuo • The use of Alberti Bass in Piano music Mozart Symphony No 40 Listen carefully to the opening movement of this work and try to answer the following questions. 1. Is the piece in a major or minor key? 2. Which family of instruments play the opening theme? 3. What playing technique are the strings using? Composers Mozart: 1756-1791 Haydn: 1732-1809 Beethoven: 1770-1827 Classical Orchestra • Strings: – Violins, Violas, Cellos, Double Basses • Woodwind: – 1 or 2 Flutes, 2 Oboes, 2 Clarinets, 2 Bassoons • Brass: – 2 Horns, 2 Trumpets • Percussion: – 2 Timpani, Piano Orchestral Music Symphony • The Symphony was an emerging style of composition for an Orchestra. • The symphony was usually written in four movements • No soloist and no voices. • The movements took the following format: Movement 1 – Fast Movement 2 – Slow Movement 3 – Minuet & Trio Movement 4 – Fast Haydn Symphony No 104 – D major Listen carefully for the following features • Timpani rolls at beginning • Arco Strings • Question and Answer • Contrasting dynamics • Repetition of theme Solo Concerto In theThe Classical Concerto period had emerged the solo Concerto in the Baroque emerged periodand was as thewritten Concerto for an Grosso Orchestra written and forone an Orchestraimportant with solo a group instrument. -
Classic Terms
Classic Terms Alberti Bass: "Broken" arpeggiated triads in a bass line, common in many types of Classic keyboard music; named after Domenico Alberti (1710-1740) who used it extensively but did not invent it. Aria: A lyrical type of singing with a steady beat, accompanied by orchestra; a songful monologue or duet in an opera or other dramatic vocal work. Bel Canto: (Italian for "beautiful singing") An Italian singing tradition primarily in opera seria and opera buffa in the late17th- to early-19th century. Characterized by seamless phrasing (legato), great breath control, flexibility, tone, and agility. Most often associated with singing done in the early-Romantic operas of Rossini, Bellini and Donizetti. Cadenza: An improvised or written-out ornamental virtuosic passage played by a soloist in a concerto. In Classic concertos, a cadenza occurs at a dramatic moment before the end of a movement, when the orchestra stops so the soloist can play in free time, and then after the cadenza is finished the orchestra reenters to bring the movement to its conclusion. Castrato The term for a male singer who was castrated before puberty to preserve his high soprano range (this practice in Italy lasted until the late 1800s). Today, the rendering of castrato roles is problematic because it requires either a male singing falsetto (weak) or a mezzo-soprano (strong, but woman must impersonate a man). Counterpoint: Combining two or more independent melodies to make an intricate polyphonic texture. Empindsam: (German for "sensitive") The term used to describe a highly-expressive style of German pre- Classic/early Classic instrumental music, that was intended to intensely express true and natural feelings, featuring sudden contrasts of mood. -
Accompaniment Examples
Accompaniment Examples Adding a piano accompaniment can be as straightforward as choosing a texture from one of the examples below and adapting it to the harmonies that you have outlined in Roman numerals on your original worksheet. You may, however, want to adapt the oboe/flute part as you write the accompaniment – some of the models below alternate between having the interest in the instrumental and piano parts, for example. The examples are taken from a range of flute, oboe and violin pieces mostly written in the Classical period, plus a smaller number of twentieth century examples. Example 1: from Mozart Violin Sonata, K 379, first movement This extract simply has a bass note in left hand with an arpeggiating pattern in the right hand. g: i vii7 i Example 2: from Mozart Violin Sonata, KV28, first movement In this extract the bass note is repeated in quavers in the left hand, while the right hand plays in thirds with the violin melody. C: I V I Example 3: from Mozart Violin Sonata, K547, first movement In this extract, there is an Alberti bass in left hand. As in Example 2, the right hand begins in thirds with the melody, but then develops some more independent countermelodies before returning to sixths with the melody at the end. Example 4: from Vivaldi Flute Sonata, Allegro Assai The first four bars of this extract employ a simple homophonic accompaniment. The second half of the extract is the same melody again – the keyboard part employs the same bass line, but adds a simple countermelody in the right hand.