Level 10 Harmony & Counterpoint
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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. -
Counterpoint MUS – Spring 2019
Counterpoint MUS – Spring 2019 Dr. Julia Bozone Monday and Wednesday at 11:00 - 11:50 in Rm. 214 Email: [email protected] Office Hours MWF 8:00-9:00, and By Appointment during 11-3 MWF Concurrent Enrollment: Required Materials: Counterpoint, Kent Kennan, 1999. A Practical Approach to 16th Century Counterpoint, Robert Gauldin A Practical Approach to 18th Century Counterpoint, Robert Gauldin Course Description: Theory II is the second in a four-semester sequence which examines the notational, harmonic, and compositional practices of the Western art- music tradition. This course emphasizes the development of analytical and compositional skills, with particular focus on the music of the Common Practice Era (CPE). Student Learning Outcomes: Upon successful completion of this course, students will be able to accomplish the following in each category: Melody Identify proper use of melodic contrapuntal lines Identify melodic properties: apex, sequences often found in melodic lines Harmony Construct and identify properly resolved interval relationships between voices Construct and identify chord progression for contrapuntal voicing. Demonstrate, through composition and analysis, an understanding of diatonic sequences Demonstrate, through composition and analysis, an understanding of common- practice functional harmony Rhythm Demonstrate, through composition and analysis, an understanding of rhythmic notation and of all common meters Composition Compose original works utilizing two and three voice counterpoint Course Requirements: There will be frequent homework assignments utilizing both analytical and compositional skills. All work should be done with either pencil or computer notation software. Homework is to be turned in during class on the day on which it is due. Late assignments will not be accepted for credit unless by previous arrangement with the instructor. -
1 Ludwig Van Beethoven Symphony #9 in D Minor, Op. 125 2 Johann Sebastian Bach St. Matthew Passion
1 Ludwig van Beethoven Symphony #9 in D minor, Op. 125 2 Johann Sebastian Bach St. Matthew Passion "Ebarme dich, mein Gott" 3 George Frideric Handel Messiah: Hallelujah Chorus 4 Wolfgang Amadeus Mozart Symphony 41 C, K.551 "Jupiter" 5 Samuel Barber Adagio for Strings Op.11 6 Wolfgang Amadeus Mozart Clarinet Concerto A, K.622 7 Ludwig van Beethoven Piano Concerto 5 E-Flat, Op.73 "Emperor" (3) 8 Antonin Dvorak Symphony No 9 (IV) 9 George Gershwin Rhapsody In Blue (1924) 10 Wolfgang Amadeus Mozart Requiem in D minor K 626 (aeternam/kyrie/lacrimosa) 11 George Frideric Handel Xerxes - Largo 12 Johann Sebastian Bach Toccata And Fugue In D Minor, BWV 565 (arr Stokowski) 13 Ludwig van Beethoven Symphony No 5 in C minor Op 67 (I) 14 Johann Sebastian Bach Orchestral Suite #3 BWV 1068: Air on the G String 15 Antonio Vivaldi Concerto Grosso in E Op. 8/1 RV 269 "Spring" 16 Tomaso Albinoni Adagio in G minor 17 Edvard Grieg Peer Gynt 1, Op.46 18 Sergei Rachmaninov Piano Concerto No 2 in C minor Op 18 (I) 19 Ralph Vaughan Williams Lark Ascending 20 Gustav Mahler Symphony 5 C-Sharp Min (4) 21 Peter Ilyich Tchaikovsky 1812 Overture 22 Jean Sibelius Finlandia, Op.26 23 Johann Pachelbel Canon in D 24 Carl Orff Carmina Burana: O Fortuna, In taberna, Tanz 25 Wolfgang Amadeus Mozart Serenade G, K.525 "Eine Kleine Nachtmusik" 26 Johann Sebastian Bach Brandenburg Concerto No 5 in D BWV 1050 (I) 27 Johann Strauss II Blue Danube Waltz, Op.314 28 Franz Joseph Haydn Piano Trio 39 G, Hob.15-25 29 George Frideric Handel Water Music Suite #2 in D 30 Wolfgang Amadeus Mozart Ave Verum Corpus, K.618 31 Johannes Brahms Symphony 1 C Min, Op.68 32 Felix Mendelssohn Violin Concerto in E minor, Op. -
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. -
AP Music Theory: Unit 2
AP Music Theory: Unit 2 From Simple Studies, https://simplestudies.edublogs.org & @simplestudiesinc on Instagram Music Fundamentals II: Minor Scales and Key Signatures, Melody, Timbre, and Texture Minor Scales ● Natural Minor ○ No accidentals are changed from the relative minor’s key signature ○ Scale Pattern: W H W W H W W (W=whole note; H=half note) ○ Solfege: Do Re Mi Fa Sol La Ti Do ○ Scale Degrees: 1 2 b3 4 5 b6 b7 8 ● Harmonic Minor ○ The seventh scale degree is raised (it becomes the leading tone) ○ Scale Pattern: W H W W H m3 H ○ Solfege: Do Re Mi Fa Sol La Ti Do ○ Scale Degrees: 1 2 b3 4 5 b6 7 8 ● Melodic Minor ○ Ascending: the sixth and seventh degrees are raised ○ Descending: it becomes natural minor (meaning that the sixth and seventh degrees are no longer raised) ○ Scale Pattern (Ascending): W H W W W W H ○ Solfege (Ascending): Do Re Mi Fa Sol La Ti Do ○ Solfege (Descending): Do Te Le Sol Fa Mi Re Do ○ Scale Degrees (Ascending): 1 2 b3 4 5 6 7 8 ● Minor Pentatonic Scale ○ 5-note minor scale (made of the 5 diatonic pitches) ○ Scale Pattern: m3 W W m3 W ○ Solfege: Do Mi Fa Sol Te Do ○ Scale Degrees 1 b3 4 5 b7 8 Key Relationships ● Parallel Keys ○ Keys that share a tonic ○ One major and one minor ■ Example: d minor and D major are parallel keys because they share the same tonic (D) ● Relative Keys ○ Keys that share a key signature (but have different tonics) ■ Example: a minor and C major are relative keys (since they both don’t have any sharps or flats) ● Closely Related Keys ○ Keys that differ from each other by at most -
Keyboard Playing and the Mechanization of Polyphony in Italian Music, Circa 1600
Keyboard Playing and the Mechanization of Polyphony in Italian Music, Circa 1600 By Leon Chisholm A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Music in the Graduate Division of the University of California, Berkeley Committee in charge: Professor Kate van Orden, Co-Chair Professor James Q. Davies, Co-Chair Professor Mary Ann Smart Professor Massimo Mazzotti Summer 2015 Keyboard Playing and the Mechanization of Polyphony in Italian Music, Circa 1600 Copyright 2015 by Leon Chisholm Abstract Keyboard Playing and the Mechanization of Polyphony in Italian Music, Circa 1600 by Leon Chisholm Doctor of Philosophy in Music University of California, Berkeley Professor Kate van Orden, Co-Chair Professor James Q. Davies, Co-Chair Keyboard instruments are ubiquitous in the history of European music. Despite the centrality of keyboards to everyday music making, their influence over the ways in which musicians have conceptualized music and, consequently, the music that they have created has received little attention. This dissertation explores how keyboard playing fits into revolutionary developments in music around 1600 – a period which roughly coincided with the emergence of the keyboard as the multipurpose instrument that has served musicians ever since. During the sixteenth century, keyboard playing became an increasingly common mode of experiencing polyphonic music, challenging the longstanding status of ensemble singing as the paradigmatic vehicle for the art of counterpoint – and ultimately replacing it in the eighteenth century. The competing paradigms differed radically: whereas ensemble singing comprised a group of musicians using their bodies as instruments, keyboard playing involved a lone musician operating a machine with her hands. -
PROGRAM NOTES by Phillip Huscher
PROGRAM NOTES by Phillip Huscher Wolfgang Mozart – Piano Concerto No. 20 in D Minor, K. 464 Born January 27, 1756, Salzburg, Austria. Died December 5, 1791, Vienna, Austria. Piano Concerto No. 20 in D Minor, K. 464 Mozart entered this concerto in his catalog on February 10, 1785, and performed the solo in the premiere the next day in Vienna. The orchestra consists of one flute, two oboes, two bassoons, two horns, two trumpets, timpani, and strings. At these concerts, Shai Wosner plays Beethoven’s cadenza in the first movement and his own cadenza in the finale. Performance time is approximately thirty-four minutes. The Chicago Symphony Orchestra’s first subscription concert performances of Mozart’s Piano Concerto no. 20 were given at Orchestra Hall on January 14 and 15, 1916, with Ossip Gabrilowitsch as soloist and Frederick Stock conducting. Our most recent subscription concert performances were given on March 15, 16, and 17, 2007, with Mitsuko Uchida conducting from the keyboard. The Orchestra first performed this concerto at the Ravinia Festival on July 6, 1961, with John Browning as soloist and Josef Krips conducting, and most recently on July 8, 2007, with Jonathan Biss as soloist and James Conlon conducting. This is the Mozart piano concerto that Beethoven admired above all others. It’s the only one he played in public (and the only one for which he wrote cadenzas). Throughout the nineteenth century, it was the sole concerto by Mozart that was regularly performed—its demonic power and dark beauty spoke to musicians who had been raised on Beethoven, Chopin, and Liszt. -
The Functions of Harmonic Motives in Schubert's Sonata Forms1 Brian
The Functions of Harmonic Motives in Schubert’s Sonata Forms1 Brian Black Schubert’s sonata forms often seem to be animated by some hidden process that breaks to the surface at significant moments, only to subside again as suddenly and enigmatically as it first appeared. Such intrusions usually highlight a specific harmonic motive—either a single chord or a larger multi-chord cell—each return of which draws in the listener, like a veiled prophecy or the distant recall of a thought from the depths of memory. The effect is summed up by Joseph Kerman in his remarks on the unsettling trill on Gß and its repeated appearances throughout the first movement of the Piano Sonata in Bß major, D. 960: “But the figure does not develop, certainly not in any Beethovenian sense. The passage... is superb, but the figure remains essentially what it was at the beginning: a mysterious, impressive, cryptic, Romantic gesture.”2 The allusive way in which Schubert conjures up recurring harmonic motives stamps his music with the mystery and yearning that are the hallmarks of his style. Yet these motives amount to much more than oracular pronouncements, arising without any apparent cause and disappearing without any tangible effect. Quite the contrary—they are actively involved in the unfolding of the 1 This article is dedicated to William E. Caplin. I would also like to thank two of my colleagues at the University of Lethbridge, Deanna Oye and Edward Jurkowski, for their many helpful suggestions during the article’s preparation. 2 Joseph Kerman “A Romantic Detail in Schubert’s Schwanengesang,” in Walter Frisch (ed.), Schubert: Critical and Analytical Perspectives, (Lincoln: University of Nebraska Press, 1986): 59. -
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 -
Summary Provides an Overview of the Most Frequently Performed Composers and Works, and of U.S., Canadian, and Contemporary Composers and Works
The data below was compiled from the 2012-13 classical season repertoire submitted by 57 League of American Orchestras member orchestras. This summary provides an overview of the most frequently performed composers and works, and of U.S., Canadian, and contemporary composers and works. DATA SET TOTAL DATA COLLECTED FOR THE STATISTICS THAT FOLLOW 893 Concert performances 2929 Performances of individual works 57 Orchestras 933 Distinct compositions 301 Different composers Most frequently performed composers Scheduled Performances Wolfgang Amadeus Mozart 230 Ludwig van Beethoven 198 Pyotr Ilyich Tchaikovsky 162 Johannes Brahms 145 Felix Mendelssohn 76 Franz Schubert 63 Maurice Ravel 62 Igor Stravinsky 58 Richard Wagner 55 Sergei Rachmaninoff 55 Aaron Copland 52 Franz Joseph Haydn 52 Antonin Dvorak 51 Richard Strauss 50 Claude Debussy 49 Jean Sibelius 49 Dmitri Shostakovich 42 Modest Mussorgsky 42 Johann Sebastian Bach 40 George Frederic Handel 39 Robert Schumann 38 Leonard Bernstein 35 Gustav Mahler 34 Sergei Prokofiev 33 George Gershwin 30 2 Most frequently performed works Scheduled Performances Modest Mussorgsky Pictures at an Exhibition 23 Pyotr Ilyich Tchaikovsky Violin Concerto in D major, Opus 35 23 Johannes Brahms Symphony No. 4 in E minor, Opus 98 20 Igor Stravinsky The Rite of Spring 20 Pyotr Ilyich Tchaikovsky Piano Concerto No. 1 in B-flat minor, Opus 23 19 Igor Stravinsky The Firebird (all versions) 18 Pyotr Ilyich Tchaikovsky Symphony No. 4 in F minor, Opus 36 18 Wolfgang Amadeus Mozart Symphony No. 40 in G minor, K. 550 17 Franz Schubert Symphony No. 8 in B minor, D. 759 "Unfinished" 17 Ludwig van Beethoven Symphony No. -
Selected Male Part-Songs of Anton Bruckner by Justin Ryan Nelson
Songs in the Night: Selected Male Part-songs of Anton Bruckner by Justin Ryan Nelson, B.M., M.M. A Dissertation In Choral Conducting Submitted to the Graduate Faculty of Texas Tech University in Partial Fulfillment of the Requirements for the Degree of Doctor of Musical Arts Approved John S. Hollins Chair of Committee Alan Zabriskie Angela Mariani Smith Mark Sheridan Dean of the Graduate School May 2019 Copyright 2019, Justin Ryan Nelson Texas Tech University, Justin R. Nelson, May 2019 ACKNOWLEDGMENTS To begin, I would like to thank my doctoral dissertation committee: Dr. John Hollins, Dr. Alan Zabriskie, and Dr. Angela Mariani Smith, for their guidance and support in this project. Each has had a valuable impact upon my life, and for that, I am most grateful. I would also like to thank Professor Richard Bjella for his mentorship and for his uncanny ability to see potential in students who cannot often see it in themselves. In addition, I would like to acknowledge Dr. Alec Cattell, Assistant Professor of Practice, Humanities and Applied Linguistics at Texas Tech University, for his word-for-word translations of the German texts. I also wish to acknowledge the following instructors who have inspired me along my academic journey: Dr. Korre Foster, Dr. Carolyn Cruse, Dr. Eric Thorson, Mr. Harry Fritts, Ms. Jean Moore, Dr. Sue Swilley, Dr. Thomas Milligan, Dr. Sharon Mabry, Dr. Thomas Teague, Dr. Jeffrey Wood, and Dr. Ann Silverberg. Each instructor made an investment of time, energy, and expertise in my life and musical growth. Finally, I wish to acknowledge and thank my family and friends, especially my father and step-mother, George and Brenda Nelson, for their constant support during my graduate studies. -
Development of Renaissance Era Counterpoint: Senseless Stipulations Or Scientific Tuds Y David J
Cedarville University DigitalCommons@Cedarville The Research and Scholarship Symposium The 2015 yS mposium Apr 1st, 3:00 PM - 3:20 PM Development of Renaissance Era Counterpoint: Senseless Stipulations or Scientific tudS y David J. Anderson III Cedarville University, [email protected] Follow this and additional works at: http://digitalcommons.cedarville.edu/ research_scholarship_symposium Part of the Composition Commons, and the Music Theory Commons Anderson, David J. III, "Development of Renaissance Era Counterpoint: Senseless Stipulations or Scientific tudyS " (2015). The Research and Scholarship Symposium. 19. http://digitalcommons.cedarville.edu/research_scholarship_symposium/2015/podium_presentations/19 This Podium Presentation is brought to you for free and open access by DigitalCommons@Cedarville, a service of the Centennial Library. It has been accepted for inclusion in The Research and Scholarship Symposium by an authorized administrator of DigitalCommons@Cedarville. For more information, please contact [email protected]. The Development of Renaissance Part-writing David J. Anderson III Music History I Dr. Sandra Yang December 12, 2014 Anderson !1 Music has been greatly appreciated and admired by every society in western culture for a variety of reasons.1 Music has serenaded and provoked, inspired and astounded, and led and taught people for millennia. Music exists solely among humans, for man has been created imago Dei (in the image of God). God has given mankind the creativity to study, shape and develop music to see the beauty and intricacy that ultimately is a reflection of His character. In the words of Martin Luther, But when [musical] learning is added to all this and artistic music, which corrects, develops, and refines the natural music, then at last it is possible to taste with wonder (yet not to comprehend) God’s absolute and perfect wisdom in His wondrous work of music.