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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. -
“Clive Davis Said to Me, 'When Are You Going to Get Garth out of No. 1 So I
Turning Twenty he “good ol’ days” typically get a lot better press than they deserve. Unless, pretty easy to see where the potential on the roster was. of course, you’re talking about 1989, country music and Country radio. The Nobody knew big numbers here. I marketed the first album right along with the second one, which was what nobody got. NFL may have the quarterback class of ‘83 – Elway, Marino, Kelly, et al. – but When a new record comes out you force them to do catalog Nashville’s “Class of ‘89” tops even that illustrious group. and market them side-by-side. I was getting reorders of a T million units from one account. Amazing. You made them, “I remember this kind of stocky kid who kept coming into DuBois says. “I’d never run a record label so I can’t say it you shipped them and they disappeared.” the station because he had nothing else to do during the day,” changed all of a sudden, but radio was just so open to new The balloon was on the way up. “That Class of ‘89 says former KPLX/Dallas GM music. I used to call it the giant flush. All of a sudden there morphed into the ‘New Country’ explosion,” DuBois says. Dan Halyburton. “Garth Brooks in ‘89 and ‘90 there were a ton of artists, who had previously “I remember going from doing country fan rag interviews to would literally just hang out before been occupying chart positions, that just went away. When taking calls from Forbes and doing interviews with Business he played at a little honkytonk that that happened there was room for all this new stuff.” Week. -
Naming a Chord Once You Know the Common Names of the Intervals, the Naming of Chords Is a Little Less Daunting
Naming a Chord Once you know the common names of the intervals, the naming of chords is a little less daunting. Still, there are a few conventions and short-hand terms that many musicians use, that may be confusing at times. A few terms are used throughout the maze of chord names, and it is good to know what they refer to: Major / Minor – a “minor” note is one half step below the “major.” When naming intervals, all but the “perfect” intervals (1,4, 5, 8) are either major or minor. Generally if neither word is used, major is assumed, unless the situation is obvious. However, when used in naming extended chords, the word “minor” usually is reserved to indicate that the third of the triad is flatted. The word “major” is reserved to designate the major seventh interval as opposed to the minor or dominant seventh. It is assumed that the third is major, unless the word “minor” is said, right after the letter name of the chord. Similarly, in a seventh chord, the seventh interval is assumed to be a minor seventh (aka “dominant seventh), unless the word “major” comes right before the word “seventh.” Thus a common “C7” would mean a C major triad with a dominant seventh (CEGBb) While a “Cmaj7” (or CM7) would mean a C major triad with the major seventh interval added (CEGB), And a “Cmin7” (or Cm7) would mean a C minor triad with a dominant seventh interval added (CEbGBb) The dissonant “Cm(M7)” – “C minor major seventh” is fairly uncommon outside of modern jazz: it would mean a C minor triad with the major seventh interval added (CEbGB) Suspended – To suspend a note would mean to raise it up a half step. -
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PRESS RELEASE Contact: Mary Ladd Public Information Coordinator Ponca City Public Schools 580-352-4188 [email protected] #TeamPCPS #WildcatWay PCPS Big Blue Band Reports Great Results from Red Carpet Honor Band Auditions The Ponca City Senior High School Big Blue Band members participated in the Red Carpet Honor Band Auditions held on Saturday, November 16 in Chisholm, Oklahoma. The Senior High School Honor Band consists of students in grades 10th through 12th grade. The 9th grade students participated in the Junior High Honor Bands, which is made up of students in grades 7th through 9th. High schools that participated included: Alva, Blackwell, Cashion, Chisholm, Cimarron, Covington-Douglas, Drummond, Enid, Fairview, Fargo-Gage, Garber, Kingfisher, Kremlin-Hillsdale, Laverne, Medford, Mooreland, Newkirk, Okeene, Oklahoma Bible Academy, Perry, Pioneer-Pleasant Vale, Ponca City, Pond Creek-Hunter, Ringwood, Seiling, Texhoma, Timberlake, Tonkawa, Waukomis, Waynoka, and Woodward. There were two Junior High Honor Bands selected, an “A” Band and a “B” Band. This is made up of students in grades 7th through 9th grade. Ponca City 9th grade students competed in the junior high area. The 17- 9th graders who earned their positions is the largest number of freshmen Ponca City has ever had make one of the two bands. Schools represented in the junior high tryouts included: Alva, Blackwell, Cashion, Chisholm, Cimarron, Covington-Douglas, Emerson (Enid), Enid, Fairview, Garber, Hennessey, Kingfisher, Kremlin-Hillsdale, Laverne, Longfellow (Enid), Medford, Mooreland, Newkirk, Okarche, Okeene, Oklahoma Bible Academy, Perry Pioneer-Pleasant Vale, Ponca City, Ponca City East, Ponca City West, Pond Creek-Hunter, Ringwood, Seiling, Texhoma, Tonkawa, Waller (Enid), Waukomis, Waynoka, and Woodward. -
MTO 0.7: Alphonce, Dissonance and Schumann's Reckless Counterpoint
Volume 0, Number 7, March 1994 Copyright © 1994 Society for Music Theory Bo H. Alphonce KEYWORDS: Schumann, piano music, counterpoint, dissonance, rhythmic shift ABSTRACT: Work in progress about linearity in early romantic music. The essay discusses non-traditional dissonance treatment in some contrapuntal passages from Schumann’s Kreisleriana, opus 16, and his Grande Sonate F minor, opus 14, in particular some that involve a wedge-shaped linear motion or a rhythmic shift of one line relative to the harmonic progression. [1] The present paper is the first result of a planned project on linearity and other features of person- and period-style in early romantic music.(1) It is limited to Schumann's piano music from the eighteen-thirties and refers to score excerpts drawn exclusively from opus 14 and 16, the Grande Sonate in F minor and the Kreisleriana—the Finale of the former and the first two pieces of the latter. It deals with dissonance in foreground terms only and without reference to expressive connotations. Also, Eusebius, Florestan, E.T.A. Hoffmann, and Herr Kapellmeister Kreisler are kept gently off stage. [2] Schumann favours friction dissonances, especially the minor ninth and the major seventh, and he likes them raw: with little preparation and scant resolution. The sforzato clash of C and D in measures 131 and 261 of the Finale of the G minor Sonata, opus 22, offers a brilliant example, a peculiarly compressed dominant arrival just before the return of the main theme in G minor. The minor ninth often occurs exposed at the beginning of a phrase as in the second piece of the Davidsbuendler, opus 6: the opening chord is a V with an appoggiatura 6; as 6 goes to 5, the minor ninth enters together with the fundamental in, respectively, high and low peak registers. -
A. Types of Chords in Tonal Music
1 Kristen Masada and Razvan Bunescu: A Segmental CRF Model for Chord Recognition in Symbolic Music A. Types of Chords in Tonal Music minished triads most frequently contain a diminished A chord is a group of notes that form a cohesive har- seventh interval (9 half steps), producing a fully di- monic unit to the listener when sounding simulta- minished seventh chord, or a minor seventh interval, neously (Aldwell et al., 2011). We design our sys- creating a half-diminished seventh chord. tem to handle the following types of chords: triads, augmented 6th chords, suspended chords, and power A.2 Augmented 6th Chords chords. An augmented 6th chord is a type of chromatic chord defined by an augmented sixth interval between the A.1 Triads lowest and highest notes of the chord (Aldwell et al., A triad is the prototypical instance of a chord. It is 2011). The three most common types of augmented based on a root note, which forms the lowest note of a 6th chords are Italian, German, and French sixth chord in standard position. A third and a fifth are then chords, as shown in Figure 8 in the key of A minor. built on top of this root to create a three-note chord. In- In a minor scale, Italian sixth chords can be seen as verted triads also exist, where the third or fifth instead iv chords with a sharpened root, in the first inversion. appears as the lowest note. The chord labels used in Thus, they can be created by stacking the sixth, first, our system do not distinguish among inversions of the and sharpened fourth scale degrees. -
Year 11 Music Revision Guide
Year 11 Music Revision Guidance Name the musical instrument In the exam you will be asked to name different instruments that you can hear playing. If you do not play one of these instruments it can sometimes be quite difficult to pick out what each one sounds like. You will need to know what the different instruments of the orchestra sound like, what popular musical instruments sound like and what some world instruments sound like (sitar). It is worth you visiting www.dsokids.com or www.compositionlab.co.uk where you will be able to hear these instruments individually. Describing musical sounds For some questions in the exam you will need to describe what is happening in the music, in detail! If you are asked to comment on what is happening in the music you may need to describe what a particular instrument is doing, for example: ‘The left hand of the piano is playing ascending arpeggios’. The more detail you can provide, the better! Melodic movement You may be asked to describe what is happening in the melody of a song. Remember, this means the main tune. In popular music this is often the vocal line or in instrumental music it can be described as the instrument that has the main tune (the bit that you could whistle). It could move by STEP; this means it moves to the note next to it. It could move by LEAP; this means that the melody jumps from one note to another but misses some notes out in between. This could be a low note jumping to a high note or vice versa. -
Ninth, Eleventh and Thirteenth Chords Ninth, Eleventh and Thirteen Chords Sometimes Referred to As Chords with 'Extensions', I.E
Ninth, Eleventh and Thirteenth chords Ninth, Eleventh and Thirteen chords sometimes referred to as chords with 'extensions', i.e. extending the seventh chord to include tones that are stacking the interval of a third above the basic chord tones. These chords with upper extensions occur mostly on the V chord. The ninth chord is sometimes viewed as superimposing the vii7 chord on top of the V7 chord. The combination of the two chord creates a ninth chord. In major keys the ninth of the dominant ninth chord is a whole step above the root (plus octaves) w w w w w & c w w w C major: V7 vii7 V9 G7 Bm7b5 G9 ? c ∑ ∑ ∑ In the minor keys the ninth of the dominant ninth chord is a half step above the root (plus octaves). In chord symbols it is referred to as a b9, i.e. E7b9. The 'flat' terminology is use to indicate that the ninth is lowered compared to the major key version of the dominant ninth chord. Note that in many keys, the ninth is not literally a flatted note but might be a natural. 4 w w w & #w #w #w A minor: V7 vii7 V9 E7 G#dim7 E7b9 ? ∑ ∑ ∑ The dominant ninth usually resolves to I and the ninth often resolves down in parallel motion with the seventh of the chord. 7 ˙ ˙ ˙ ˙ & ˙ ˙ #˙ ˙ C major: V9 I A minor: V9 i G9 C E7b9 Am ˙ ˙ ˙ ˙ ˙ ? ˙ ˙ The dominant ninth chord is often used in a II-V-I chord progression where the II chord˙ and the I chord are both seventh chords and the V chord is a incomplete ninth with the fifth omitted. -
“Chordal Command”
Musician Transformation Training “CHORDAL COMMAND” This training will cover key insights and techniques you must understand in order to get the most out of the “Chord County” program, which covers Chordal Command concepts. Chords rule in contemporary music and having a deep understanding of how to build and manipulate them is the key to excelling to higher heights. From the most basic chords to complex voicings, this resource will equip you with the formulas and shortcuts to master them all! Enjoy! -Pg 1- © 2010. HearandPlay.com. All Rights Reserved Introduction In this guide, we’ll be starting with triads and what I call the “FANTASTIC FOUR.” Then we’ll move on to shortcuts that will help you master extended chords (the heart of contemporary playing). After that, we’ll discuss inversions (the key to multiplying your chordal vocaluary), primary vs secondary chords, and we’ll end on voicings and the difference between “voicings” and “inversions.” But first, let’s turn to some common problems musicians encounter when it comes to chordal mastery. Common Problems 1. Lack of chordal knowledge beyond triads: Musicians who fall into this category simply have never reached outside of the basic triads (major, minor, diminished, augmented) and are stuck playing the same chords they’ve always played. There is a mental block that almost prohibits them from learning and retaining new chords. Extra effort must be made to embrace new chords, no matter how difficult and unusual they are at first. Knowing the chord formulas and shortcuts that will turn any basic triad into an extended chord is the secret. -
October 1936) James Francis Cooke
Gardner-Webb University Digital Commons @ Gardner-Webb University The tudeE Magazine: 1883-1957 John R. Dover Memorial Library 10-1-1936 Volume 54, Number 10 (October 1936) James Francis Cooke Follow this and additional works at: https://digitalcommons.gardner-webb.edu/etude Part of the Composition Commons, Ethnomusicology Commons, Fine Arts Commons, History Commons, Liturgy and Worship Commons, Music Education Commons, Musicology Commons, Music Pedagogy Commons, Music Performance Commons, Music Practice Commons, and the Music Theory Commons Recommended Citation Cooke, James Francis. "Volume 54, Number 10 (October 1936)." , (1936). https://digitalcommons.gardner-webb.edu/etude/849 This Book is brought to you for free and open access by the John R. Dover Memorial Library at Digital Commons @ Gardner-Webb University. It has been accepted for inclusion in The tudeE Magazine: 1883-1957 by an authorized administrator of Digital Commons @ Gardner-Webb University. For more information, please contact [email protected]. THE ETUDE zJxtusic ^Magazine ©ctefoer 1936 Price 25 Cents ENSEMBLES MAKE INTERESTING RECITAL NUVELTIES PIANO Pianos as are Available The Players May Double-Up on These Numbers Employing as Many By Geo. L. Spaulding Curtis Institute of Music Price. 40 cents DR. JOSEF HOFMANN, Director Faculty for the School Year 1936-1937 Piano Voice JOSEF HOFMANN, Mus. D. EMILIO de GOGORZA DAVID SAPERTON HARRIET van EMDEN ISABELLE VENGEROVA Violin Viola EFREM ZIMBALIST LEA LUBOSHUTZ Dr. LOUIS BAILLY ALEXANDER HILSBERG MAX ARONOFF RUVIN HEIFETZ Harp Other Numbers for Four Performers at One Piamo Violincello CARLOS SALZEDO Price Cat. No. Title and Composer Cat. No. Title and Composer 26485 Song of the Pinas—Mildred Adair FELIX SALMOND Accompanying and $0.50 26497 Airy Fairies—Geo. -
Music Content Analysis : Key, Chord and Rhythm Tracking In
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by ScholarBank@NUS MUSIC CONTENT ANALYSIS : KEY, CHORD AND RHYTHM TRACKING IN ACOUSTIC SIGNALS ARUN SHENOY KOTA (B.Eng.(Computer Science), Mangalore University, India) A THESIS SUBMITTED FOR THE DEGREE OF MASTER OF SCIENCE DEPARTMENT OF COMPUTER SCIENCE NATIONAL UNIVERSITY OF SINGAPORE 2004 Acknowledgments I am grateful to Dr. Wang Ye for extending an opportunity to pursue audio research and work on various aspects of music analysis, which has led to this dissertation. Through his ideas, support and enthusiastic supervision, he is in many ways directly responsible for much of the direction this work took. He has been the best advisor and teacher I could have wished for and it has been a joy to work with him. I would like to acknowledge Dr. Terence Sim for his support, in the role of a mentor, during my first term of graduate study and for our numerous technical and music theoretic discussions thereafter. He has also served as my thesis examiner along with Dr Mohan Kankanhalli. I greatly appreciate the valuable comments and suggestions given by them. Special thanks to Roshni for her contribution to my work through our numerous discussions and constructive arguments. She has also been a great source of practical information, as well as being happy to be the first to hear my outrage or glee at the day’s current events. There are a few special people in the audio community that I must acknowledge due to their importance in my work. -
KYGO/Denver PD Record and Radio Industries These Days
MARCONI AWARDS POWER NOMINEES JAN & UNSUNG JEFFRIES HEROES Airplay31 Leaders The Interview PAGE 7 PAGE 15 PAGE 33 b&d_cov_airchk:LayoutSEPTEMBER 2009 1 8/25/09 1:07 PM Page 1 ® © 2 0 0 9 S O N Y M U S I C E N T E R T A I N M E N T 4 08 Turning Twenty he “good ol’ days” typically get a lot better press than they deserve. Unless, pretty easy to see where the potential on the roster was. of course, you’re talking about 1989, country music and Country radio. The Nobody knew big numbers here. I marketed the first album right along with the second one, which was what nobody got. NFL may have the quarterback class of ‘83 – Elway, Marino, Kelly, et al. – but When a new record comes out you force them to do catalog Nashville’s “Class of ‘89” tops even that illustrious group. and market them side-by-side. I was getting reorders of a T million units from one account. Amazing. You made them, “I remember this kind of stocky kid who kept coming into DuBois says. “I’d never run a record label so I can’t say it you shipped them and they disappeared.” the station because he had nothing else to do during the day,” changed all of a sudden, but radio was just so open to new The balloon was on the way up. “That Class of ‘89 says former KPLX/Dallas GM music. I used to call it the giant flush.