The Affective Role of Melodic Ascent and Other Linear Devices in Selected Song Verses of Irving Berlin
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Advanced Schenkerian Analysis: Perspectives on Phrase Rhythm, Motive, and Form by David Beach
Advanced Schenkerian Analysis: Perspectives on Phrase Rhythm, Motive, and Form by David Beach. New York and London: Routledge, 2012.1 Review by David Carson Berry After Allen Forte’s and Steven Gilbert’s Introduction to Schenkerian Analysis was published in 1982, it effectively had the textbook market to itself for a decade (a much older book by Felix Salzer and a new translation of one by Oswald Jonas not withstanding).2 A relatively compact Guide to Schenkerian Analysis, by David Neumeyer and Susan Tepping, was issued in 1992;3 and in 1998 came Allen Cadwallader and David Gagné’s Analysis of Tonal Music: A Schenkerian Approach, which is today (in its third edition) the dominant text.4 Despite its ascendance, and the firm legacy of the Forte/Gilbert book, authors continue to crowd what is a comparatively small market within music studies. Steven Porter offered the interesting but dubiously named Schenker Made Simple in 1 Advanced Schenkerian Analysis: Perspectives on Phrase Rhythm, Motive, and Form, by David Beach. New York and London: Routledge, 2012; hardback, $150 (978-0- 415-89214-8), paperback, $68.95 (978-0-415-89215-5); xx, 310 pp. 2 Allen Forte and Steven E. Gilbert, Introduction to Schenkerian Analysis (New York: Norton, 1982). Felix Salzer’s book (Structural Hearing: Tonal Coherence in Music [New York: Charles Boni, 1952]), though popular in its time, was viewed askance by orthodox Schenkerians due to its alterations of core tenets, and it was growing increasingly out of favor with mainstream theorists by the 1980s (as evidenced by the well-known rebuttal of its techniques in Joseph N. -
Summach, the Structure, Function, and Genesis of the Prechorus
Volume 17, Number 3, October 2011 Copyright © 2011 Society for Music Theory The Structure, Function, and Genesis of the Prechorus (1) Jay Summach NOTE: The examples for the (text-only) PDF version of this item are available online at: http://www.mtosmt.org/issues/mto.11.17.3/mto.11.17.3.summach.php KEYWORDS: popular music, rock music, form, prechorus, sentence, srdc ABSTRACT: Prechoruses emerged in the mid-1960s as verse-chorus and strophic forms converged upon a four-part formal disposition that Everett (1999) calls “statement, restatement, departure, and conclusion,” or srdc. This study traces the expansion of the srdc scheme from its compact deployment in strophes to expanded iterations that approximate verse- chorus form. Received February 2011 [1] This article examines an episode in the evolution of verse-chorus form in pop/rock music. Until the mid-1960s, most verse-chorus songs alternated between the two formal sections from which verse-chorus form takes its name: verses and choruses. Example 1, Mark Dinning’s “Teen Angel,” illustrates the form.(2) As is typical for verse-chorus songs, the focal point of “Teen Angel” is the chorus: it contains the most engaging musical material; its unchanging lyric makes it easy to remember; and it is marked for special attention by additional vocal and instrumental parts. The verses, on the other hand, provide context: each verse advances the song narrative by presenting fresh lyrics; and the music is more modest in instrumentation and intensity so as not to steal attention from the chorus. In “Teen Angel,” the tempo is treated flexibly during the verses, which further distinguishes them from the choruses. -
Science Fiction in Argentina: Technologies of the Text in A
Revised Pages Science Fiction in Argentina Revised Pages DIGITALCULTUREBOOKS, an imprint of the University of Michigan Press, is dedicated to publishing work in new media studies and the emerging field of digital humanities. Revised Pages Science Fiction in Argentina Technologies of the Text in a Material Multiverse Joanna Page University of Michigan Press Ann Arbor Revised Pages Copyright © 2016 by Joanna Page Some rights reserved This work is licensed under the Creative Commons Attribution- Noncommercial- No Derivative Works 3.0 United States License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-nd/3.0/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA. Published in the United States of America by the University of Michigan Press Manufactured in the United States of America c Printed on acid- free paper 2019 2018 2017 2016 4 3 2 1 A CIP catalog record for this book is available from the British Library. Library of Congress Cataloging- in- Publication Data Names: Page, Joanna, 1974– author. Title: Science fiction in Argentina : technologies of the text in a material multiverse / Joanna Page. Description: Ann Arbor : University of Michigan Press, [2016] | Includes bibliographical references and index. Identifiers: LCCN 2015044531| ISBN 9780472073108 (hardback : acid- free paper) | ISBN 9780472053100 (paperback : acid- free paper) | ISBN 9780472121878 (e- book) Subjects: LCSH: Science fiction, Argentine— History and criticism. | Literature and technology— Argentina. | Fantasy fiction, Argentine— History and criticism. | BISAC: LITERARY CRITICISM / Science Fiction & Fantasy. | LITERARY CRITICISM / Caribbean & Latin American. Classification: LCC PQ7707.S34 P34 2016 | DDC 860.9/35882— dc23 LC record available at http://lccn.loc.gov/2015044531 http://dx.doi.org/10.3998/dcbooks.13607062.0001.001 Revised Pages To my brother, who came into this world to disrupt my neat ordering of it, a talent I now admire. -
The Form of the Preludes to Bach's Unaccompanied Cello Suites
University of Massachusetts Amherst ScholarWorks@UMass Amherst Masters Theses 1911 - February 2014 2011 The orF m of the Preludes to Bach's Unaccompanied Cello Suites Daniel E. Prindle University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/theses Part of the Composition Commons, Musicology Commons, Music Practice Commons, and the Music Theory Commons Prindle, Daniel E., "The orF m of the Preludes to Bach's Unaccompanied Cello Suites" (2011). Masters Theses 1911 - February 2014. 636. Retrieved from https://scholarworks.umass.edu/theses/636 This thesis is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Masters Theses 1911 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. THE FORM OF THE PRELUDES TO BACH’S UNACCOMPANIED CELLO SUITES A Thesis Presented by DANIEL E. PRINDLE Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of MASTER OF MUSIC May 2011 Master of Music in Music Theory © Copyright by Daniel E. Prindle 2011 All Rights Reserved ii THE FORM OF THE PRELUDES TO BACH’S UNACCOMPANIED CELLO SUITES A Thesis Presented by DANIEL E. PRINDLE Approved as to style and content by: _____________________________________ Gary Karpinski, Chair _____________________________________ Miriam Whaples, Member _____________________________________ Brent Auerbach, Member ___________________________________ Jeffrey Cox, Department Head Department of Music and Dance iii DEDICATION To Michelle and Rhys. iv ACKNOWLEDGEMENTS First and foremost, I would like to acknowledge the generous sacrifice made by my family. -
Schenkerian Analysis in the Modern Context of the Musical Analysis
Mathematics and Computers in Biology, Business and Acoustics THE SCHENKERIAN ANALYSIS IN THE MODERN CONTEXT OF THE MUSICAL ANALYSIS ANCA PREDA, PETRUTA-MARIA COROIU Faculty of Music Transilvania University of Brasov 9 Eroilor Blvd ROMANIA [email protected], [email protected] Abstract: - Music analysis represents the most useful way of exploration and innovation of musical interpretations. Performers who use music analysis efficiently will find it a valuable method for finding the kind of musical richness they desire in their interpretations. The use of Schenkerian analysis in performance offers a rational basis and an unique way of interpreting music in performance. Key-Words: - Schenkerian analysis, structural hearing, prolongation, progression,modernity. 1 Introduction Even in a simple piece of piano music, the ear Musical analysis is a musicological approach in hears a vast number of notes, many of them played order to determine the structural components of a simultaneously. The situation is similar to that found musical text, the technical development of the in language. Although music is quite different to discourse, the morphological descriptions and the spoken language, most listeners will still group the understanding of the meaning of the work. Analysis different sounds they hear into motifs, phrases and has complete autonomy in the context of the even longer sections. musicological disciplines as the music philosophy, Schenker was not afraid to criticize what he saw the musical aesthetics, the compositional technique, as a general lack of theoretical and practical the music history and the musical criticism. understanding amongst musicians. As a dedicated performer, composer, teacher and editor of music himself, he believed that the professional practice of 2 Problem Formulation all these activities suffered from serious misunderstandings of how tonal music works. -
I Cannot Wish You Sheet Music Free
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Music 231 Motive
Music 231 Motive New Material • Motive content • Motive writing Motive (motif) A motive (sometimes referred to in the French: motif) is a melodic fragment that is repeated or varied to form a full melody, theme, or phrase. Motives are established by continued use; a group of notes that is not repeated is not a motive. The end of a motive is marked by either 1) its immediate repetition, 2) a rest, or 3) contrasting material. Usually, the repetition of a motive immediately follows its first appearance. Occasionally, contrasting material may forestall the repetition—but the motive will always be heard again at a later point in time. Germ Sometimes a longer motive can be heard as the summary of two or three smaller ideas. Each of these would be called a germ. Good motives have a distinctive profile created by simple, memorable rhythms and a few melodic intervals. Motive Examples Melodic and rhythmic elements tend to be balanced in common practice motives. However, if a motive is meant to be primarily rhythmic, it may have little melodic curve. Primarily Rhythmic Motives If a motive has a particularly interesting interval, the rhythmic profile might be less memorable. Primarily Melodic Motives Harmony can play a significant role in emphasizing a particular interval. Note the way the minor-to-major harmony supports the melodic half step in the following example. Melodic-Harmonic Motive Most good motives, though, have an interesting rhythm and a unique melodic feature. Melodic-Rhythmic Motive Length and Meter Examining the length of the motives above will show that motives tend to be a few beats to a few bars. -
Further Considerations of the Continuous ^5 with an Introduction and Explanation of Schenker's Five Interruption Models
Further Considerations of the Continuous ^5 with an Introduction and Explanation of Schenker's Five Interruption Models By: Irna Priore ―Further Considerations about the Continuous ^5 with an Introduction and Explanation of Schenker’s Five Interruption Models.‖ Indiana Theory Review, Volume 25, Spring-Fall 2004 (spring 2007). Made available courtesy of Indiana University School of Music: http://www.music.indiana.edu/ *** Note: Figures may be missing from this format of the document Article: Schenker’s works span about thirty years, from his early performance editions in the first decade of the twentieth century to Free Composition in 1935.1 Nevertheless, the focus of modern scholarship has most often been on the ideas contained in this last work. Although Free Composition is indeed a monumental accomplishment, Schenker's early ideas are insightful and merit further study. Not everything in these early essays was incorporated into Free Composition and some ideas that appear in their final form in Free Composition can be traced back to his previous writings. This is the case with the discussion of interruption, a term coined only in Free Composition. After the idea of the chord of nature and its unfolding, interruption is probably the most important concept in Free Composition. In this work Schenker studied the implications of melodic descent, referring to the momentary pause of this descent prior to the achievement of tonal closure as interruption. In his earlier works he focused more on the continuity of the line itself rather than its tonal closure, and used the notion of melodic line or melodic continuity to address long-range connections. -
What Makes a Good Song? Exploring Popular Songs A
SECOND ARY/KEY STAGE 3 MUSI C – WHAT MAKES A GOOD SONG? K NOWLEDGE ORGANISER What Makes a Good Song? Exploring Popular Songs A. Form and Structure in Pop Songs B. Typical Pop Song Structure C. Key Words FORM AND STRUCTURE – the different sections MELODY – The main tune of a popular song, often sung by the LEAD SINGER or sometimes of a piece of music or song and how they are INTRO played on instruments within the band e.g. LEAD GUITAR. A melody can move by STEP ordered. using notes that are next to or close to one another this is called CONJUNCT MOTION, or a INTRO – The introduction sets the mood of a VERSE 1 melody can move by LEAPS using notes that are further apart from one another which is song. It is often instrumental but can called DISJUNCT MOTION. The distance between the lowest pitched and highest pitched note in a melody is called the MELODIC RANGE. occasionally start with lyrics. VERSE 2 CHORD – A group of two or more pitched notes played at the same time. VERSES – Verses introduce the song theme. They CHORUS BASS LINE – The lowest pitched part of a song, often performed by bass instruments such are usually new lyrics for each verse which helps as the BASS GUITAR. The bass line provides the harmonies on which the chords are to develop the song’s narrative, but the melody is VERSE 3 constructed. the same in all verses. ACCOMPANIMENT – Music that accompanies either a lead singer or melody line – often PRE-CHORUS - A section of music that occurs CHORUS known as the “backing” – provided by a band or BACKING SINGERS. -
Glossary for Music the Glossary for Music Includes Terms Commonly Found in Music Education and for Performance Techniques
Glossary for Music The glossary for Music includes terms commonly found in music education and for performance techniques. The intent of the glossary is to promote consistent terminology when creating curriculum and assessment documents as well as communicating with stakeholders. Ability: natural aptitude in specific skills and processes; what the student is apt to do, without formal instruction. Analog tools: category of musical instruments and tools that are non-digital (i.e., do not transfer sound in or convert sound into binary code), such as acoustic instruments, microphones, monitors, and speakers. Analyze: examine in detail the structure and context of the music. Arrangement: setting or adaptation of an existing musical composition Arranger: person who creates alternative settings or adaptations of existing music. Articulation: characteristic way in which musical tones are connected, separated, or accented; types of articulation include legato (smooth, connected tones) and staccato (short, detached tones). Artistic literacy: knowledge and understanding required to participate authentically in the arts Atonality: music in which no tonic or key center is apparent. Artistic Processes: Organizational principles of the 2014 National Core Standards for the Arts: Creating, Performing, Responding, and Connecting. Audiate: hear and comprehend sounds in one’s head (inner hearing), even when no sound is present. Audience etiquette: social behavior observed by those attending musical performances and which can vary depending upon the type of music performed. Benchmark: pre-established definition of an achievement level, designed to help measure student progress toward a goal or standard, expressed either in writing or as an example of scored student work (aka, anchor set). -
My Song Analysis: I Want to Hold Your Hand
My Song Analysis: I Want to Hold Your Hand Artist: By: M. Mejia Music Appreciation Tempo of the Song • The TEMPO is FAST In music Fast tempo is called ALLEGRO Meter of the Song • The METER is 4 beats In music, a 4-beat pattern means that the song has a 4/4 time signature MOOD of the Song The MOOD of this song is rather HAPPY. The artist is communicating this by choosing a bright melody and fast tempo. The lyrics also support this feeling. • A happy mood usually means that the song is in a MAJOR KEY or scale (in fact the song is written in E major) Instrumentation of the Song and Texture • The instrumentation I heard is: 2 guitars, 1 drumset (percussion), 1 bass line, and the voices. The song also had clapping. • The texture is HOMOPHONIC because there is only one main melody or tune that is being accompanied by all other instruments and voices. The FORM of the song • The parts I discovered were: Introduction, A-B-A’-B-C-A’’-B- A’’ ending where: A is the main verse (A’= vs2, A’’ = vs3) B is the Refrain or chorus C is the bridge Form analysis I WANT TO HOLD YOUR HAND - Verse 3 = Part A’’ The BEATLES Yeah you, got that something I think you'll understand Verse 1 = Part A When I say that something Oh yeah, I'll tell you something I wanna hold your hand I think you'll understand When I say that something Refrain= Part B I wanna hold your hand I wanna hold your hand I wanna hold your hand Refrain = Part B I wanna hold your hand (2x) Bridge = Part C And when I touch you I feel happy, inside Verse 2 = Part A’ It's such a feeling Oh, please, say -
“To Be an American”: How Irving Berlin Assimilated Jewishness and Blackness in His Early Songs
“To Be an American”: How Irving Berlin Assimilated Jewishness and Blackness in his Early Songs A document submitted to The Graduate School of the University of Cincinnati in partial fulfillment of the requirements for the degree of DOCTOR OF MUSICAL ARTS in the Performance Studies Division of the College-Conservatory of Music 2011 by Kimberly Gelbwasser B.M., Northwestern University, 2004 M.M., University of Cincinnati, 2006 Committee Chair: Steven Cahn, Ph.D. Abstract During the late nineteenth and early twentieth centuries, millions of immigrants from Central and Eastern Europe as well as the Mediterranean countries arrived in the United States. New York City, in particular, became a hub where various nationalities coexisted and intermingled. Adding to the immigrant population were massive waves of former slaves migrating from the South. In this radically multicultural environment, Irving Berlin, a Jewish- Russian immigrant, became a songwriter. The cultural interaction that had the most profound effect upon Berlin’s early songwriting from 1907 to 1914 was that between his own Jewish population and the African-American population in New York City. In his early songs, Berlin highlights both Jewish and African- American stereotypical identities. Examining stereotypical ethnic markers in Berlin’s early songs reveals how he first revised and then traded his old Jewish identity for a new American identity as the “King of Ragtime.” This document presents two case studies that explore how Berlin not only incorporated stereotypical musical and textual markers of “blackness” within two of his individual Jewish novelty songs, but also converted them later to genres termed “coon” and “ragtime,” which were associated with African Americans.