POLYCHORDS of LIMITED TRANSPOSITION: a Device for Superimposing Dominant Ninth Chords on Each Other to Create Synthetic Harmonies
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
“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. -
The Piano Improvisations of Chick Corea: an Analytical Study
Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1996 The iP ano Improvisations of Chick Corea: An Analytical Study. Daniel Alan Duke Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Duke, Daniel Alan, "The iP ano Improvisations of Chick Corea: An Analytical Study." (1996). LSU Historical Dissertations and Theses. 6334. https://digitalcommons.lsu.edu/gradschool_disstheses/6334 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the te d directly fi-om the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. -
Chords Employed in Twentieth Century Composition
Ouachita Baptist University Scholarly Commons @ Ouachita Honors Theses Carl Goodson Honors Program 1967 Chords Employed in Twentieth Century Composition Camille Bishop Ouachita Baptist University Follow this and additional works at: https://scholarlycommons.obu.edu/honors_theses Part of the Composition Commons, and the Music Theory Commons Recommended Citation Bishop, Camille, "Chords Employed in Twentieth Century Composition" (1967). Honors Theses. 456. https://scholarlycommons.obu.edu/honors_theses/456 This Thesis is brought to you for free and open access by the Carl Goodson Honors Program at Scholarly Commons @ Ouachita. It has been accepted for inclusion in Honors Theses by an authorized administrator of Scholarly Commons @ Ouachita. For more information, please contact [email protected]. Chords Formed By I nterval s Of A Third The traditional tr i ~d of t he eigh te8nth aDd n i neteenth centuries t ends to s~ un 1 trite i n t he su r roundin~s of twen tieth century d i ss onance. The c o ~poser f aces the nroble~ of i magi native us e of th e trla1 s o as t o a d d f reshness to a comnosition. In mod ern c Dmn:;sition , rna i or 8.nd minor triads are usually u s ed a s ooints of r e l axation b e f ore a nd a fter sections o f tension. Progressions of the eighte enth and n inete enth c en t u r i es we re built around t he I, IV, and V chords. All other c hords we re considered as incidenta l, serving to provide vari e t y . -
Chord Names and Symbols (Popular Music) from Wikipedia, the Free Encyclopedia
Chord names and symbols (popular music) From Wikipedia, the free encyclopedia Various kinds of chord names and symbols are used in different contexts, to represent musical chords. In most genres of popular music, including jazz, pop, and rock, a chord name and the corresponding symbol are typically composed of one or more of the following parts: 1. The root note (e.g. C). CΔ7, or major seventh chord 2. The chord quality (e.g. major, maj, or M). on C Play . 3. The number of an interval (e.g. seventh, or 7), or less often its full name or symbol (e.g. major seventh, maj7, or M7). 4. The altered fifth (e.g. sharp five, or ♯5). 5. An additional interval number (e.g. add 13 or add13), in added tone chords. For instance, the name C augmented seventh, and the corresponding symbol Caug7, or C+7, are both composed of parts 1, 2, and 3. Except for the root, these parts do not refer to the notes which form the chord, but to the intervals they form with respect to the root. For instance, Caug7 indicates a chord formed by the notes C-E-G♯-B♭. The three parts of the symbol (C, aug, and 7) refer to the root C, the augmented (fifth) interval from C to G♯, and the (minor) seventh interval from C to B♭. A set of decoding rules is applied to deduce the missing information. Although they are used occasionally in classical music, these names and symbols are "universally used in jazz and popular music",[1] usually inside lead sheets, fake books, and chord charts, to specify the harmony of compositions. -
Theory of Music-Stravinsky
Theory of Music – Jonathan Dimond Stravinsky (version October 2009) Introduction Igor Stravinsky (1882-1971) was one of the most internationally- acclaimed composer conductors of the 20th Century. Like Bartok, his compositional style drew from the country of his heritage – Russia, in his case. Both composers went on to spend time in the USA later in their careers also, mostly due to the advent of WWII. Both composers were also exposed to folk melodies early in their lives, and in the case of Stravinsky, his father sang in Operas. Stravinsky’s work influenced Bartok’s – as it tended to influence so many composers working in the genre of ballet. In fact, Stravinsky’s influence was so broad that Time Magazine named him one of th the most influential people of the 20 Century! http://en.wikipedia.org/wiki/Igor_Stravinsky More interesting, however, is the correlation of Stravinsky’s life with that of Schoenberg, who were contemporaries of each other, yet had sometimes similar and sometimes contradictory approaches to music. The study of their musical output is illuminated by their personal lives and philosophies, about which much has been written. For such writings on Stravinsky, we have volumes of work created by his long-term companion and assistant, the conductor/musicologist Robert Craft. {See the Bibliography.} Periods Stravinsky’s compositions fall into three distinct periods. Some representative works are listed here also: The Dramatic Russian Period (1906-1917) The Firebird (1910, revised 1919 and 1945) Petrouchka (1911, revised 1947)) -
Transformation in Rock Harmony: an Explanatory Strategy
Gamut: Online Journal of the Music Theory Society of the Mid-Atlantic Volume 2 Issue 1 Article 14 July 2009 Transformation in Rock Harmony: An Explanatory Strategy Christopher Doll Rutgers, The State University of New Jersey, [email protected] Follow this and additional works at: https://trace.tennessee.edu/gamut Part of the Music Theory Commons Recommended Citation Doll, Christopher (2009) "Transformation in Rock Harmony: An Explanatory Strategy," Gamut: Online Journal of the Music Theory Society of the Mid-Atlantic: Vol. 2 : Iss. 1 , Article 14. Available at: https://trace.tennessee.edu/gamut/vol2/iss1/14 This Article is brought to you for free and open access by Volunteer, Open Access, Library Journals (VOL Journals), published in partnership with The University of Tennessee (UT) University Libraries. This article has been accepted for inclusion in Gamut: Online Journal of the Music Theory Society of the Mid-Atlantic by an authorized editor. For more information, please visit https://trace.tennessee.edu/gamut. TRANSFORMATION IN ROCK HARMONY: AN EXPLANATORY STRATEGY* CHRISTOPHER DOLL ne of the most common ways of explaining a musical passage is by relating it to some O other musical passage. Often, along the way, we invoke a notion of transformation: one passage is understood, for various stated or unstated reasons, as a transformed version of another.1 This explanatory strategy is so commonplace that it is frequently transparent, in the sense that we are hardly aware we are employing a strategy at all. For instance, no seasoned musician would think twice about speaking of musical “ornaments” or “embellishments.” These concepts are fundamental to our understanding of music, but they themselves are predicated on a transformational relationship between that which is embellished and the sonic product of embel- lishing. -
Title AMERICAN PIANO LITERATURE in TWENTIETH CENTURY
AMERICAN PIANO LITERATURE IN TWENTIETH Title CENTURY : REFERENCES AND GRADING LIST Author(s) Shayesteh, Yoko Citation 琉球大学教育学部音楽科論集(1): 31-59 Issue Date 1993-03 URL http://hdl.handle.net/20.500.12000/20027 Rights AMERICAN PIANO LITERATURE IN TWENTIETH CENTURY: REFERENCES AND GRADING LIST by Yoko Shayesteh American music from the end of the Civil War to the end of World War I was strongly dominated by European traditions, particularly Austria and Germany. In the 1920s, many composers in the United States were trying very hard to establish their own musical style. It has been a battle for the American composers to come out from under the shadow of a power fullong-established tradition to create an individual national school; there fore. a fairly large nationalist group appeared to write American music which employed tribal chant of the Indians, the Negro spirituals, the tradition of Anglo - American folk music, and the songs of the cowboys. But, we can still find strong influence from Europe, such as Impressionistic, atonality. and twelve - tone techniques. The largest group of United States composers are basically Classicists or Neo-Classicists. They employ twentieth century techniques, using Ba roque or Classic forms such as, sonata, suite, prelude and fugue, and toccata. This paper presents a classification of American piano literature ac cording to the difficulty : elementary, intermediate, and advanced, and gives the composition techniques of twentieth century which are explained below. Church Modes: The old modes might have been completely forgot- ten. About 1890 Debussy, followed by many twentieth century com posers, began using them. - 31- Pentatonic : One of the oldest scales. -
An Analysis of Stravinsky's Symphony of Psalms
AN ANALYSIS OF STRAVINSKY’S SYMPHONY OF PSALMS FOCUSING ON TONALITY AND HARMONY DOCUMENT Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Musical Arts in the Graduate School of the Ohio State University By Jin Myung Kang, M.M. * * * * * The Ohio State University 2007 Document Committee: Approved by Professor Marc Ainger Professor Donald Harris Adviser Professor Burdette Green Graduate Program in Music ABSTRACT In Symphony of Psalms, Stravinsky commands tonality and harmony in new ways that are different from the dictates of classical concepts. The progressive and unique nature of his musical color may stem from the fundamentally different structure of tonality and harmony that underlies his pieces. This piece reflects a neoclassical preference for C major to the point of being called “white-key music.” This is apparent in the fact that C tonality is expanded and developed after it is established as the central tonality of this piece. Meanwhile, bitonality and polytonality, which frequently appear in this piece, destroy the traditional concept of tonality that relies upon ‘single tonality.’ By adding the principles of bitonality and polytonality to the classical beauty of form, Stravinsky succeeds in making a transition from the one-dimensional world of traditional music to a more multidimensional structure. In addition to tonality, new harmonic materials — retrograde (weak motion) that escapes from traditional harmonic motion, harmonies outside of tonality, poly-chords, chords that exclude the third, harmonies that undergo sudden transition, etc.— are boldly introduced. The end result is Stravinsky’s unique neoclassical sound that is firmly established in the history of music. -
The Sound World of Othmar Schoeck's Penthesilea Tegan
Love and War: The Sound World of Othmar Schoeck’s Penthesilea Tegan Ridge Penthesilea there, with haughty Grace, Leads to the War an Amazonian race: In their right Hands a pointed Dart they wield; Their left, for Ward1, sustains the Lunar Shield. Athwart her Breast a golden Belt she throws; Amidst the Press, alone, provokes a thousand Foes, And dares her maiden Arms to manly Force oppose. - Virgil, The Aeneid, translated by John Dryden2 Over the past two millennia, the Amazonian Queen, Penthesilea, has been a point of intrigue, her dualistic femininity and battle prowess depicted by near countless writers, composers, painters, and craftspersons. Virgil’s The Aeneid introduces Penthesilea and the Amazons’ imposing army as battle-ready with spear and shield wielded by “maiden arms”, capable of combating “manly forces”, juxtaposing their womanhood with their daunting military presence.3 Their skills in war are necessary; in order to maintain a healthy-sized population, the Amazons periodically invade neighbouring lands and abduct men for the purpose of procreation. Defeat could mean a shrinking tribe. Theirs is thus a myth of sexualized combat; one which blurs boundaries between love and war. Today, the Amazon stands as a figure of a proud, sometimes violent femininity: a ferocious warrior’s spirit housed in flowing robes, grace and fury in a single, wondrous being. The story of Penthesilea embodies the tragedy of attempting to house such competing desires. First told in the now-lost Aethiopis, an epic work ascribed to Arctinus of Miletus, Penthesilea’s myth tells of her arrival at Troy and encounter with the near-invincible Greek warrior, Achilles. -
Chapter 23 Answer Key.Indd
Chapter 23 Answer Key Applications Exercises 1. What referential collection is found in Example 23-14? What is the pitch center, and how is this center defined? EXAMPLE 23-14 Debussy, “La Cathédrale engloutie,” No. 10 from Preludes, Book 1, mm. 47–53. Answer: The collection is DIA5#, and the rotation is G# Aeolian. The pitch center, G#, is established at a registral extreme, as a two-octave pedal tone in the bass. In addition, G# is repeated throughout the melody and is ap- proached by leap each time it occurs, which helps it stand out. © 2019 Taylor & Francis 2 Chapter 23 Answer Key 2. Determine the pitch center in Example 23-15. List the way(s) in which this center is delineated. Identify the referential collection(s) in this passage, and describe the type of harmonic motion present. EXAMPLE 23-15 Debussy, “Canope,” No. 10 from Preludes, Book 2, mm. 1–5. Answer: The pitch center, D, is established in the following ways: D is re- peated as a melodic note a total of five times (more than any other pitch); it is the melodic starting and ending note of the phrase; it serves as the me- lodic high point (zenith) on beat 2 of m. 3; it reasserts itself at the end of the passage following an apparent shift of pitch center in m. 4 (suggested by the appearance of multiple flats, including D ). b The first three measures are for the most part in D Aeolian, with the B in m. 2 suggesting D Dorian but undone by the subsequent B . -
Level8-Complete.Pdf
Celebrate Theory Level 8 Worksheets Contents Chords and Harmony .......................................................................... Pg. 3 Form and Analysis ............................................................................... Pg. 11 Intervals ................................................................................................. Pg. 14 Keys and Scales ..................................................................................... Pg. 20 Melody Writing and Composition ..................................................... Pg. 23 Pitch and Notation ............................................................................... Pg. 27 Rhythm .................................................................................................. Pg. 34 Celebrate Theory Level 8 Worksheets: Chords and Harmony <Theory Worksheet Set 2, no. 67 text> Intermediate Theory <A>Intermediate Theory <B>Chords Chords 1. Name these chords as: major triad augmented triad quartal chord 1. Name these chords as: minor triad dominant 7th triad polychord major triad augmented triad quartal chord diminished triad diminished 7th triad cluster chord minor triad dominant 7th triad polychord <TW02_67_1a><9mm> diminished triad diminished 7th triad cluster chord <TW02_67_1b><9mm> <TW02_67_1c><9mm> <TW02_67_1d><9mm> <footer2>Set. 2, no. 67 <footer2>Theory Level 7 Set 2, no. 67 Level 8 Theory © Copyright 2017 The Royal Conservatory Intermediate Theory Chords 1. Write each of the following triads in close position using accidentals. 2. Name the -
University Microfilms, a XEROX Company, Ann Arbor, Michigan
71- 12,599 MOORE, Gerald Lynn, 1939- A MUSICAL ANALYSIS OF SELECTED CHORAL COMPOSITIONS OF JEAN BERGER. The University of Oklahoma, D.Mus.Ed.. 1970 Music University Microfilms, A XEROX Company, Ann Arbor, Michigan THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED THE UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE A MUSICAL ANALYSIS OF SELECTED CHORAL COMPOSITIONS OF JEAN BERGER A DISSERTATION SUBMITTED TO THE GRADUATE FACULTY in partial fulfillment of the requirements for the degree of DOCTOR OF MUSIC EDUCATION BY GERALD LYNN MOORE Norman, Oklahoma 1970 A MUSICAL ANALYSIS OF SELECTED CHORAL COMPOSITIONS OF JEAN BERGER APPROVED BY DISSERTATION COMMITTEE ACKNOWLEDGEMENTS Sincere gratitude is expressed to Dr. Gail Boyd deStwolinski for her personal and professional guidance which she continually granted during the preparation of this study. Appreciation is extended to Dr. William A. Hunt and Dr. Woodrow C. James for the advice they rendered during various stages of this dissertation. Gratitude is also expressed to Dr. Margaret S. Haynes and Dr. Robert B. Glidden for their assistance with the preparation of the final manuscript. To Dr. Jean Berger, appreciation is expressed for the quality of his choral literature, for it was acquaintance with his music which created the initial interest in this study. Appreciation is also extended for his assistance with the selection of the specific choral works which are included in this analysis. A special debt of gratitude is expressed to my wife, Barbara, and my sons, Barry and Scott, whose understanding and affection provided the sustaining encouragement necessary during this period of academic pursuit. G.L.M. iii TABLE OF CONTENTS Page LIST OF ILLUSTRATIONS..............................