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Riemann's Functional Framework for Extended Jazz Harmony James
Riemann’s Functional Framework for Extended Jazz Harmony James McGowan The I or tonic chord is the only chord which gives the feeling of complete rest or relaxation. Since the I chord acts as the point of rest there is generated in the other chords a feeling of tension or restlessness. The other chords therefore must 1 eventually return to the tonic chord if a feeling of relaxation is desired. Invoking several musical metaphors, Ricigliano’s comment could apply equally well to the tension and release of any tonal music, not only jazz. Indeed, such metaphors serve as essential points of departure for some extended treatises in music theory.2 Andrew Jaffe further associates “tonic,” “stability,” and “consonance,” when he states: “Two terms used to refer to the extremes of harmonic stability and instability within an individual chord or a chord progression are dissonance and consonance.”3 One should acknowledge, however, that to the non-jazz reader, reference to “tonic chord” implicitly means triad. This is not the case for Ricigliano, Jaffe, or numerous other writers of pedagogical jazz theory.4 Rather, in complete indifference to, ignorance of, or reaction against the common-practice principle that only triads or 1 Ricigliano 1967, 21. 2 A prime example, Berry applies the metaphor of “motion” to explore “Formal processes and element-actions of growth and decline” within different musical domains, in diverse stylistic contexts. Berry 1976, 6 (also see 111–2). An important precedent for Berry’s work in the metaphoric dynamism of harmony and other parameters is found in the writings of Kurth – particularly in his conceptions of “sensuous” and “energetic” harmony. -
Accelerated Piano Technique and Music Theory Ii Course Syllabus
ACCELERATED PIANO TECHNIQUE AND MUSIC THEORY II COURSE SYLLABUS Course: Accelerated Piano Technique and Music Theory II Credit: One Carnegie Unit Course Description Accelerated Piano Technique and Music Theory II is required for graduation as a vocal music major. It is for students who have completed the requirements of Accelerated Piano Technique and Music Theory I and completes the prerequisite for all other theory classes. It satisfies the Piano Lab II requirement for vocal majors and the Music Theory II requirement for both vocal and instrumental majors. This course covers the rudiments of music theory and emphasizes basic musicianship skills in the areas of sight singing, ear training, and dictation. Basic piano fundamentals are explored: familiarization with keyboard theory, hand coordination, grand staff note reading, and an introduction to the standard intermediate piano literature. Content Standards DCPS music content standards make up the core skills, concepts and knowledge for Music Theory II: 1. Perform a variety of repertoire. 2. Improvise, compose, and arrange. 3. Read and notate music. 4. Listen, analyze, and evaluate. These standards are incorporated in the course outline below. Course Outline 1. Perform all tasks covered in Accelerated Piano Technique and Music Theory I, with emphasis on reading and writing fluently in treble and bass clefs including identification, notation, reading and writing of all leger line notes above and below the staff. 2. Identify and write all major and minor key signatures; explain and construct a diagram of the circle of fifths. 3. Identify on the page and by ear, sing*, write, and play on the piano keyboard: a. -
Promtional Sample Pages
The Fundamental Triad System A chord-first approach to jazz theory and practice Pete Pancrazi Copyright © 2014 by Pete Pancrazi All Rights Reserved www.petepancrazi.com Table of Contents Introduction .......................................................................................................5 Chapter 1 The Simple Intervals .............................................................6 Chapter 2 The Major Keys .......................................................................13 Chapter 3 The Fundamental Triads .....................................................19 Chapter 4 Triads of the Major Scale .................................................... 27 Chapter 5 Extending the Triads with a 7th or 6th ........................... 32 Chapter 6 Extending the Triads of the Major Scale ...................... 39 Chapter 7 The 12-Bar Blues ...................................................................43 Chapter 8 Voice Leading ...........................................................................45 Chapter 9 Song Melody and the Blueprint .......................................51 Chapter 10 The Major II-V-I Progression ............................................54 Chapter 11 Compound Intervals .............................................................64 Chapter 12 Extending a Chord with a 9th, 11th or 13th ................68 Chapter 13 Modes or the Major Scale...................................................74 Chapter 14 Auxiliary Notes ........................................................................ 87 -
Harmonic Expectation in Twelve-Bar Blues Progressions Bryn Hughes
Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2011 Harmonic Expectation in Twelve-Bar Blues Progressions Bryn Hughes Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] THE FLORIDA STATE UNIVERSITY COLLEGE OF MUSIC HARMONIC EXPECTATION IN TWELVE-BAR BLUES PROGRESSIONS By BRYN HUGHES A dissertation submitted to the College of Music in partial fulfillment of the requirements for the degree of Doctor of Philosophy Degree Awarded: Summer Semester, 2011 The members of the committee approve the dissertation of Bryn Hughes defended on July 1, 2011. ___________________________________ Nancy Rogers Professor Directing Dissertation ___________________________________ Denise Von Glahn University Representative ___________________________________ Matthew Shaftel Committee Member ___________________________________ Clifton Callender Committee Member Approved: _____________________________________ Evan Jones, Chair, Department of Music Theory and Composition _____________________________________ Don Gibson, Dean, College of Music The Graduate School has verified and approved the above-named committee members. ii To my father, Robert David Moyse, for teaching me about the blues, and to the love of my life, Jillian Bracken. Thanks for believing in me. iii ACKNOWLEDGEMENTS Before thanking anyone in particular, I would like to express my praise for the Florida State University music theory program. The students and faculty provided me with the perfect combination of guidance, enthusiasm, and support to allow me to succeed. My outlook on the field of music theory and on academic life in general was profoundly shaped by my time as a student at FSU. I would like to express my thanks to Richard Parks and Catherine Nolan, both of whom I studied under during my time as a student at the University of Western Ontario and inspired and motivated me to make music theory a career. -
Level 3 Scale Reference Sheet MP: 4 Scales – 2 Major and 2 Harmonic Minor
Level 3 Scale Reference Sheet MP: 4 scales – 2 major and 2 harmonic minor 1. Play Scale (As tetrachord or one octave, hands separate or together) 2. Play I and V chords (of the scale you just played) (Hands separate or together) 3. Play chord progression (of the scale you just played): (or I-V-I) (Hands separate or together) 4. Play arpeggio (of the scale you just played): 5. Applied Theory - Intervals: Play 2nd, 3rd, 4th, 5th, 6th in the keys of prepared scales up from tonic only, using appropriate black keys www.wendyspianostudio.com 76 Level 3 SCALE CHECKLIST C Major a minor G Major e minor D Major b minor A Major f# minor # E Major c minor # B Major g minor Gb Major eb minor Db Major bb minor Ab Major f minor Eb Major c minor b B Major g minor F Major d minor 77 Level 4 Scale Reference Sheet MP: 4 keys – 2 major and 2 minor (natural and harmonic minor forms) 1. Play Scale (One octave, hands separate or together) 2. Play Primary Chords in Root position (for the scale you just played), hands separate or together. For minor keys, use harmonic form. 3. Play inversions of the tonic triad up and down, hands separate or together: 4. Play chord Progression: (or I-IV-I-V-I) hands separate or together. In minor keys, use harmonic form. 5. Play 1 handed arpeggio: www.wendyspianostudio.com 78 Level Four, continued 6. Theory - Intervals: Play 2nd, 3rd, 4th, 5th, 6th, 7th, and octave, in the keys of prepared scales, up only, beginning on any pitch in the scale. -
Wiley John Williams, BM
1-- q ASPECTS OF IDIOMATIC HARMONY IN THE HARPSICHORD SONATAS OF DOMENICO SCARLATTI THESIS Presented to the Graduate Council of the North Texas State College in Partial Fulfillment of the Requirements For the Degree of MASTER OF MUSIC By Wiley John Williams, B. M. Denton, Texas June, 1961 TABLE O CONTENTS Page Lr3 ISTRTIOS. .. .. .. .. iy Chapter I. BI10GRAPHY. a . II. THE STYLE OF THE SONATAS . 8 III. HA2MOSIC 3TYE -. - . 12 Modality Leading Tone Functions of Lower Neighbor Tones Modulation Cyclic Modulation Unprepared Modulation General Types of Dissonance Polychordal Progressions Dissonance Occurring in Modulation Extended 'ertal Harmony Permutating Contrapuntal Combinations IV. CONCLUSIONI.. .a. .a. ... ,. 39 ,IBLI RAP HY . .a .. a . .. 0.0. .0 .0 .. 0 .0 .0 .. .. 41 iii LIST OF ILLUSTRATIONS Figure Page 1. Longo 180--iv-V Phrygian Cadence . 14 2. Longo 202--Parallel Fifths Between iv and V . - - -. 15 Chords -. " - - - - - - - - 3. Longo 273--Modulating Figure Based on Phrygian Cadence. - . 15 4. Longo 257--Resembles Pure Phrygian Mode. 16 5. Longo 260--Phrygian Cadence and Dominant Pedal 17 6. Longo 257--Major and Minor Scale in Contrary Motion . " . 17 7. Long 309--Leading Tone Effect on I, IV, V . 18 8. Longo 309--Leading Tone Effect on I and II . 19 9. Long 342--Non-harmonic Tones are Turning Points of Scale Motion . 20 10. Longo 273--Raised Fourth Degree Delays Upper Voice Progress . 21 11. Longo 281--Alterations Introduce Modulation. 22 12. Longo 178--Raised Fourth Scale Degree. 22 13. Longo 62--Upper Harmonic Minor Tetrachords . 23 14. Longo 124--Raised Lower Neighbor Tones and Principal Tones Produce Melody. -
Syllabus Spring, 2020 Music 321 Elementary Piano 1 Section 13137 Lecture 13156 Lab Tuesdays 6:50-10:00 PM
Syllabus Spring, 2020 Music 321 Elementary Piano 1 Section 13137 Lecture 13156 Lab Tuesdays 6:50-10:00 PM Instructor: Ms. Claire Rydell E Mail: Ask questions and report absences: [email protected] Subject: Piano Class Office Hours: Tuesdays 6:15-6:50 PM Room M100 Textbooks: 1) Bastien Piano for Adults Book 1 (you do not need the CD’s), KJOS KP 1B ISBN 0-8497-7302-4. (about $15.95) 2) Rydell Music 321 Scales, Chords & Materials for Learning (about $15) AVAILABLE ONLY AT THE BOOKSTORE Ask for the coursebook at the cash register if it is not on the shelf. Get the books today. You MUST have the books at the next class. Other music stores include: Baxter Northrup 14534 Ventura Blvd 818-788-7510 Keyboard Concepts 5539 Van Nuys Blvd 818-787-0201 Sam Ash Music 20934 Roscoe Blvd 818-709-5650 Bring a pencil & eraser to class to write in your books. Write fingerings and counting in your music to help you play well. Please bring your own headset to class and a mini jack adapter that converts 1/8” to 1/4”inches (3.5 mm to 6.5 mm.) You need to have a metronome: you can download an app like MetroTimer. Student Learning Outcome: SLO #1: Student will be able to play beginning level piano technique, including one-octave scales and primary triad chord progressions in the following keys: C, G, D, A, and E Majors. SLO # 2: Student will be able to play beginning level piano repertoire. Course Objectives: Upon successful completion of the course, students will demonstrate skill in basic piano playing including correct posture and hand position, independence of fingers, locating notes on the keyboard in treble and bass clefs, understanding and performing basic rhythms and learning efficient methods for practicing. -
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. -
The Harmony of Debussy in Contemporary Jazz Brigham
THE HARMONY OF DEBUSSY IN CONTEMPORARY JAZZ BRIGHAM PHILLIPS A THESIS SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS GRADUATE PROGRAM IN MUSIC YORK UNIVERSITY TORONTO, ONTARIO JANUARY, 2018 © BRIGHAM PHILLIPS, 2018 ABSTRACT Claude Debussy and other late 19th-century composers (especially Maurice Ravel) introduced several new harmonic innovations that have since become standard tools of the jazz composer/arranger/improviser, among them the rich harmonies of chromatically altered chords as well as the use of the whole tone, pentatonic and octatonic scales. This thesis presents an original composition The Stanley Bridge Suite that demonstrates how these harmonic concepts are used in modern orchestral jazz. A brief history of impressionism is included, followed by a chapter showing the increasing prevalence of impressionist harmony in jazz over the years. Because The Stanley Bridge Suite was arranged for an orchestral jazz ensemble the makeup of the modern jazz orchestra is also discussed. The final chapter analyzes the thesis composition in detail, showing where and how the various Debussy techniques were incorporated in the work. ii ACKNOWLEDGEMENTS I would like to thank Professors Al Henderson and Dr. Mark Chambers for their guidance and assistance. I would also like to acknowledge and thank my parents for giving me the gift of music and encouraging my choice to make a living as a professional musician. My father, recently deceased, always hoped I would pursue a Masters Degree in Music one day. Finally, I would like to thank my wife, daughter and son for encouraging me to go on this Masters journey and for putting up with my frequent absence from their lives while doing so. -
Accelerated Piano Technique and Music Theory Ii) Course Syllabus
PIANO LAB II (ACCELERATED PIANO TECHNIQUE AND MUSIC THEORY II) COURSE SYLLABUS Course: Piano Lab II Credit: One Carnegie Unit Course Description Piano Lab II is required for graduation as a vocal music major. It is for students who have completed the requirements of Accelerated Piano Technique and Music Theory I and completes the prerequisite for all other theory classes. It satisfies the Piano Lab II requirement for vocal majors and the Music Theory II requirement for both vocal and instrumental majors. This course covers the rudiments of music theory and emphasizes basic musicianship skills in the areas of sight singing, ear training, and dictation. Basic piano fundamentals are explored: familiarization with keyboard theory, hand coordination, grand staff note reading, and an introduction to the standard intermediate piano literature. Content Standards DCPS music content standards make up the core skills, concepts and knowledge for Music Theory II: 1. Perform a variety of repertoire. 2. Improvise, compose, and arrange. 3. Read and notate music. 4. Listen, analyze, and evaluate. These standards are incorporated in the course outline below. Course Outline 1. Perform all tasks covered in Accelerated Piano Technique and Music Theory I, with emphasis on reading and writing fluently in treble and bass clefs. 2. Identify and write all major and minor key signatures; explain and construct a diagram of the circle of fifths. 3. Identify on the page and by ear, sing*, write, and play on the piano keyboard: a. Major and natural, harmonic, and melodic minor scales and tonic triads in keys to four sharps and flats using accidentals as well as key signatures b. -
2005: Boston/Cambridge
PROGRAM and ABSTRACTS OF PAPERS READ at the Twenty–Eighth Annual Meeting of the SOCIETY FOR MUSIC THEORY 10–13 November 2005 Hyatt Regency Cambridge Boston/Cambridge, Massachusetts 2 SMT 2005 Annual Meeting Edited by Taylor A. Greer Chair, 2005 SMT Program Committee Local Arrangements Committee David Kopp, Deborah Stein, Co-Chairs Program Committee Taylor A. Greer, Chair, Dora A. Hanninen, Daphne Leong, Joel Lester (ex officio), Henry Martin, Shaugn O’Donnell, Deborah Stein Executive Board Joel Lester, President William Caplin, President-Elect Harald Krebs, Vice President Nancy Rogers, Secretary Claire Boge, Treasurer Kofi Agawu Lynne Rogers Warren Darcy Judy Lochhead Frank Samarotto Janna Saslaw Executive Director Victoria L. Long 3 Contents Program…………………………………………………………........ 5 Abstracts………………………………………………………….…... 16 Thursday afternoon, 10 November Combining Musical Systems……………………………………. 17 New Modes, New Measures…………………………………....... 19 Compositional Process and Analysis……………………………. 21 Pedagogy………………………………………………………… 22 Introspective/ Prospective Analysis……………………………... 23 Thursday evening Negotiating Career and Family………………………………….. 24 Poster Session…………………………………………………… 26 Friday morning, 11 November Traveling Through Space ……………………………………….. 28 Schenker: Interruption, Form, and Allusion…………………… 31 Sharakans, Epithets, and Sufis…………………………………... 33 Friday afternoon Jazz: Chord-Scale Theory and Improvisation…………………… 35 American Composers Since 1945……………………………….. 37 Tonal Reconstructions ………………………………………….. 40 Exploring Voice Leading.……………………………………….. -
La Cathédrale Engloutie from Wikipedia, the Free Encyclopedia
La cathédrale engloutie From Wikipedia, the free encyclopedia La cathédrale engloutie (The Sunken Cathedral) is a prelude written by the French composer Claude Debussy for solo piano. It was published in 1910 as the tenth prelude in Debussy’s first of two volumes of twelve piano preludes each. It is characteristic of Debussy in its form, harmony, and content. The "organ chords" feature parallel harmony. Contents 1 Musical impressionism 2 Legend of Ys 3 Musical analysis 3.1 Form 3.2 Thematic/motivic structure 3.3 Context 3.4 Parallelism 4 Secondary Parameters 5 Arrangements 6 Notes 7 External links Musical impressionism This prelude is an example of Debussy's musical impressionism in that it is a musical depiction, or allusion, of an image or idea. Debussy quite often named his pieces with the exact image that he was composing about, like La Mer, Des pas sur la neige, or Jardins sous la pluie. In the case of the two volumes of preludes, he places the title of the piece at the end of the piece, either to allow the pianist to respond intuitively and individually to the music before finding out what Debussy intended the music to sound like, or to apply more ambiguity to the music's allusion. [1] Because this piece is based on a legend, it can be considered program music. Legend of Ys This piece is based on an ancient Breton myth in which a cathedral, submerged underwater off the coast of the Island of Ys, rises up from the sea on clear mornings when the water is transparent.