Teaching Guide: Area of Study 7
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4. Non-Heptatonic Modes
Tagg: Everyday Tonality II — 4. Non‐heptatonic modes 151 4. Non‐heptatonic modes If modes containing seven different scale degrees are heptatonic, eight‐note modes are octatonic, six‐note modes hexatonic, those with five pentatonic, while four‐ and three‐note modes are tetratonic and tritonic. Now, even though the most popular pentatonic modes are sometimes called ‘gapped’ because they contain two scale steps larger than those of the ‘church’ modes of Chapter 3 —doh ré mi sol la and la doh ré mi sol, for example— they are no more incomplete FFBk04Modes2.fm. 2014-09-14,13:57 or empty than the octatonic start to example 70 can be considered cluttered or crowded.1 Ex. 70. Vigneault/Rochon (1973): Je chante pour (octatonic opening phrase) The point is that the most widespread convention for numbering scale degrees (in Europe, the Arab world, India, Java, China, etc.) is, as we’ve seen, heptatonic. So, when expressions like ‘thirdless hexatonic’ occur in this chapter it does not imply that the mode is in any sense deficient: it’s just a matter of using a quasi‐global con‐ vention to designate a particular trait of the mode. Tritonic and tetratonic Tritonic and tetratonic tunes are common in many parts of the world, not least in traditional music from Micronesia and Poly‐ nesia, as well as among the Māori, the Inuit, the Saami and Native Americans of the great plains.2 Tetratonic modes are also found in Christian psalm and response chanting (ex. 71), while the sound of children chanting tritonic taunts can still be heard in playgrounds in many parts of the world (ex. -
Signumclassics YELLOW Catalogue No
CTP Template: CD_DPS1 COLOURS Compact Disc Booklet: Double Page Spread CYAN MAGENTA Customer: SignumClassics YELLOW Catalogue No. SIGCD064 BLACK Job Title: Differnt Trains SIGCD064 booklet Page Nos. ALSO on signumclassics Michael Nyman: Cantos Sagrados: Elena Kats-Chernin: Music for Two Pianos SIGCD506 The Music of James MacMillan SIGCD507 Ragtime & Blue SIGCD058 “This duo is never less than vital, bold and “Choral works that show MacMillan’s powerful Elena Kats-Chernin is a composer who defies cat- committed” International Record Review voice at its most engaging” The Gramophone egorisation. A cornucopia of rags, blues and heart-melting melodies, these small vessels of fine feelings offer an intimate view into the com- poser’s heart. Available through most record stores and at www.signumrecords.com. For more information call +44 (0) 20 8997 4000 CTP Template: CD_DPS1 COLOURS Compact Disc Booklet: Double Page Spread CYAN MAGENTA Customer: SignumClassics YELLOW Catalogue No. SIGCD064 BLACK Job Title: Differnt Trains SIGCD064 booklet Page Nos. different trains Triple Quartet 1. I [7.11] 2. II [4.05] 3. III [3.31] 4. Duet [5.14] Different Trains 5. America - Before the war [9.00] 6. Europe - During the war [7.29] 7. After the war [10.25] Total Time [46.59] Two major international forces at the leading edge of contemporary music – the Smith Quartet and American composer Steve Reich - come together for new recordings of three of his most inspiring works: Triple Quartet for three string quartets, Reich’s personal dedication to the late Yehudi Menuhin, Duet, and the haunting Different Trains for string quartet and electronic tape. -
Different Trains
DIFFERENT TRAINS 2018 / 2019 Concert Series FROM THE ARTISTIC DIRECTOR Soundstreams audiences are accustomed each written compelling string works: Dorothy to programs that pursue themes: musical, Chang (Vancouver), “Streams” for solo viola; extra-musical and sometimes both. This and Rolf Wallin (Oslo, Norway), “Curiosity program does both, a direct result of a chance Cabinet” and “Swans Kissing,” each for string meeting on the street with violinist and coach quartet. We programmed these three works and par excellence Barry Shiffman. Barry has been invited both composers (and the Rolstons!) to a mentor to the impressive Rolston String be in residence for the ECW, which will Quartet, and mentioned they had rights for conclude tomorrow morning after ten intensive a limited time to a recent video created for days. Rounding out tonight’s program is one of Steve Reich’s iconic “Different Trains.” R. Murray Schafer’s most beloved works, his “String Quartet #2 (Waves)”. While we have programmed a number of Reich’s best known works, often in his presence, never In terms of extra-musical themes, our insightful have we presented “Different Trains,” and the colleague David Jaeger has pointed out in his opportunity to present it with the Rolstons in this program note that several of tonight’s works are special version with video proved irresistible. themed around water. And Reich’s Different So repertoire for strings became the evening’s Trains bears musical witness to the Holocaust, clear musical theme. one of the possible responses to philosopher and composer Theodor Adorno’s assertion that At the same time we made that decision, we “poetry after Auschwitz is barbaric.” were looking for visiting mentors for our annual Emerging Composers Workshop (ECW). -
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). -
Letter from the Education and Public Engagement Department
Letter from the Education and Public Engagement Department A team of artists, art historians, educators, interns, librarians, and visitor relations staff comprise the award-winning Education and Public Engagement Department at The San Diego Museum of Art. We work with staff from within the Museum as well as with colleagues from cultural and educational institutions throughout the world to provide programs that enhance the exhibitions presented. Through lectures, tours, workshops, music, film, events for educators, and art-making programs for visitors of all ages, we invite you to inspire your creativity and to learn about art and its connection to your life. We hope you find yourself appreciating the wide array of art culture that is presented within the Museum and its encyclopedic collection. Whether you are new to art, or a long-time member who visits the Museum frequently, we invite you to bring your family, grandchildren, and friends, and to participate at The San Diego Museum of Art. We look forward to meeting you and hearing about any ideas you may have about the Museum and our programming efforts. We hope to see you often! The Education and Public Engagement Department The San Diego Museum of Art SDMArt.org Young visitors are participating in a Museum camp program. THE SAN DIEGO MUSEUM OF ART Learning through the Museum The San Diego Museum of Art first opened its doors on February 28, 1926, as the Fine Arts Gallery of San Diego, and since that time has been building an internationally renowned permanent collection that includes European, North American, Modern Mexican, Asian, Islamic and contemporary art. -
Department of Art, Music, and Theatre
Department of Art, Music, and Theatre Professors: Michelle Graveline, Rev. Donat Lamothe, A.A. (emeritus); Associate Professors: Carrie Nixon, Toby Norris (Chair); Assistant Professors: Scott Glushien; Visiting Assistant Professors: Peter Clemente, Lynn Simmons; Instructors, Lecturers: Jonathan Bezdegian, Elissa Chase, Bruce Hopkins, Susan Hong-Sammons, Jon Krasner, Gary Orlinsky, Michele Italiano Perla, Joseph Ray, Peter Sulski, Margaret Tartaglia, Tyler Vance. MISSION STATEMENT The department aims to give students an understanding of the importance of rigorous practical and intellectual formation in stimulating creative thought and achieving creative expression. We also strive to help students appreciate Art, Music and Theatre as significant dimensions of the human experience. Studying the history of the arts brings home the central role that they have played in the development of human thought, both within and outside the Judeo-Christian tradition. Practicing the arts encourages students to incorporate creative expression into their wider intellectual and personal development. In forming the human being more completely, the department fulfills a fundamental goal of Catholic education. MAJORS IN THE DEPARTMENT MAJOR IN MUSIC (11) The major in Music covers the areas of Music Theory, Music History, and Performance with the opportunity for development of individual performance skills. Studies develop musicianship, competency in the principles and procedures that lead to an intellectual grasp of the art, and the ability to perform. The major in Music consists of 11 courses: MUS 122 History of Music I MUS 124 History of Music II MUS 201 Music Theory I MUS 301 Music Theory II MUS 330 Conducting MUS 193 Chorale or MUS 195 Band or MUS 196 Jazz Ensemble or MUS 197 String Camerata (six semesters at 1 credit per semester, equivalent to two 3-credit classes) Four additional courses from among program offerings (not to include MUS 101 Fundamentals of Music). -
What Classical Music Is (Not the Final Text, but a Riff on What
Rebirth: The Future of Classical Music Greg Sandow Chapter 4 – What Classical Music Is (not the final text, but a riff on what this chapter will say) In this chapter, I’ll try to define classical music. But why? Don’t we know what it is? Yes and no. We’re not going to confuse classical music with other kinds of music, with rock, let’s say, or jazz. But can we say how we make these distinctions? You’d think we could. And yet when we look at definitions of classical music—either formal ones, in dictionaries, or informal ones, that we’d deduce by looking around at the classical music world—we run into trouble. As we’ll see, these definitions imply that classical music is mostly old music (and, beyond that, old music only of a certain kind). And they’re full of unstated assumptions about classical music’s value. These assumptions, working in the background of our thoughts, make it hard to understand what classical music really is. We have to fight off ideas about how much better it might be than other kinds of music, ideas which—to people not involved with classical music, the very people we need to recruit for our future audience—can make classical music seem intimidating, pompous, unconvincing. And so here’s a paradox. When we expose these assumptions, when we develop a factual, value-free definition of classical music, only then can we find classical music’s real value, and convincingly set out reasons why it should survive. [2] Let’s start with common-sense definition of classical music, the one we all use, without much thought, when we say we know what classical music is when we hear it. -
The Decline of Improvisation in Western Art Music
The Decline of Improvisation in Western Art Music: An Interpretation of Change Author(s): Robin Moore Source: International Review of the Aesthetics and Sociology of Music, Vol. 23, No. 1, (Jun., 1992), pp. 61-84 Published by: Croatian Musicological Society Stable URL: http://www.jstor.org/stable/836956 Accessed: 23/07/2008 16:04 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=croat. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit organization founded in 1995 to build trusted digital archives for scholarship. We work with the scholarly community to preserve their work and the materials they rely upon, and to build a common research platform that promotes the discovery and use of these resources. For more information about JSTOR, please contact [email protected]. http://www.jstor.org R. MOORE,THE DECLINEOF IMPROVISATION...,IRASM 23 (1992)1, 61-84 61 THE DECLINEOF IMPROVISATIONIN WESTERNART MUSIC: AN INTERPRETATIONOF CHANGE ROBINMOORE UDC: 781.65 OriginalScientific Paper University of Texas, Izvorniznanstveni rad AUSTIN, Texas, USA Received:March 28, 1992 Primljeno:28. -
Hexatonic Cycles
CHAPTER Two H e x a t o n i c C y c l e s Chapter 1 proposed that triads could be related by voice leading, independently of roots, diatonic collections, and other central premises of classical theory. Th is chapter pursues that proposal, considering two triads to be closely related if they share two common tones and their remaining tones are separated by semitone. Motion between them thus involves a single unit of work. Positioning each triad beside its closest relations produces a preliminary map of the triadic universe. Th e map serves some analytical purposes, which are explored in this chapter. Because it is not fully connected, it will be supplemented with other relations developed in chapters 4 and 5. Th e simplicity of the model is a pedagogical advantage, as it presents a circum- scribed environment in which to develop some central concepts, terms, and modes of representation that are used throughout the book. Th e model highlights the central role of what is traditionally called the chromatic major-third relation, although that relation is theorized here without reference to harmonic roots. It draws attention to the contrary-motion property that is inherent in and exclusive to triadic pairs in that relation. Th at property, I argue, underlies the association of chromatic major-third relations with supernatural phenomena and altered states of consciousness in the early nineteenth century. Finally, the model is suffi cient to provide preliminary support for the central theoretical claim of this study: that the capacity for minimal voice leading between chords of a single type is a special property of consonant triads, resulting from their status as minimal perturbations of perfectly even augmented triads. -
Introduction to Art Music MUS 140.001 Summer 1 2014
Introduction to Art Music MUS 140.001 Summer 1 2014 INSTRUCTOR: Dr. Scott LaGraff OFFICE: Music 280 E-MAIL: [email protected] OFFICE HOURS: By appt. PHONE: 468-4206 TIME: MTWR 12:30-2:25 SFA School of Music LOCATION: Music 153 Wright Music Building COURSE DESCRIPTION: For non-music majors or minors only, focusing on listening, understanding, and appreciating music literature of the Western and American musical heritage. REQUIRED TEXT: Kamien, Roger. Music: An Appreciation. Eighth Brief Edition (with CONNECT digital content). Boston: McGraw-Hill, 2015. (available at Barnes & Noble in Student Center) NOTE: This text includes a code for digital materials required for the course. Additional CDs need not be purchased. I will post links to any additional required music. GRADING: SCALE: Exams 40% 100 – 90 (A) 89 – 80 (B) LearnSmart/Quizzes 40% 79 – 70 (C) 69 – 60 (D) Concert Report 10% 59 – 0 (F) ATTENDANCE: The official University policy is that students are expected to attend all of their scheduled University classes. Students will, however, be excused from classes for university events and other causes at the discretion of the instructor, provided that they supply appropriate documentation. Each student will be allowed ONE unexcused absence; final grades will be reduced by two points for each subsequent unexcused absence. However, three points will be added to the final grade for perfect attendance! Students who are not present when attendance is taken will be marked absent. Exams missed during unexcused absences will not be made up. Exams missed during excused absences will be made up at the instructor’s supervision. -
1989 and After
1 1989 AND AFTER BEGINNINGS It begins with a string quartet: two violins, a viola, and a cello pumping notes up and down like pistons. An image of the American machine age, hallucinated through the sound of the European Enlightenment. Th e image is strengthened as a voice—mature, female, American—intones an itinerary: “From Chicago . to New York.” Th e sound is prerecorded, digitally sampled and amplifi ed through speakers beside the ensemble. More samples are added: more voices; the whistles and bells of trains; one, two, three, or even more string quartets. Rapidly the musi- cal space far exceeds what we see on stage. Th is is a string quartet for the media age, as much recordings and amplifi cation as it is the four musicians in front of us. Yet everything extends from it and back into it, whether the quartet of quartets, which mirror and echo each other; the voices, which seem to blend seamlessly with the instrumental rhythms and melodies; or the whistles, which mesh so clearly with the harmonic changes that it seems certain they come from an unseen wind instrument and not a concrete recording. ••• It begins with thumping and hammering, small clusters struck on the piano key- board with the side of the palm or with three fi ngers pressed together, jabbing like a beak. Th e sound recalls a malevolent dinosaur or perhaps a furious child, but it isn’t random; a melody of sorts, or an identifi able series of pitches at least, hangs over the tumult. Aft er twenty seconds or so the thunder halts abruptly for a two- note rising motif played by the right hand, which is then imitated (slightly altered) 1 2 1989 AND AFTER by the left . -
A Proposal for the Inclusion of Jazz Theory Topics in the Undergraduate Music Theory Curriculum
University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Masters Theses Graduate School 8-2016 A Proposal for the Inclusion of Jazz Theory Topics in the Undergraduate Music Theory Curriculum Alexis Joy Smerdon University of Tennessee, Knoxville, [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_gradthes Part of the Music Education Commons, Music Pedagogy Commons, and the Music Theory Commons Recommended Citation Smerdon, Alexis Joy, "A Proposal for the Inclusion of Jazz Theory Topics in the Undergraduate Music Theory Curriculum. " Master's Thesis, University of Tennessee, 2016. https://trace.tennessee.edu/utk_gradthes/4076 This Thesis is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Masters Theses by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a thesis written by Alexis Joy Smerdon entitled "A Proposal for the Inclusion of Jazz Theory Topics in the Undergraduate Music Theory Curriculum." I have examined the final electronic copy of this thesis for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Master of Music, with a major in Music. Barbara A. Murphy, Major Professor We have read this thesis and recommend its acceptance: Kenneth Stephenson, Alex van Duuren Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) A Proposal for the Inclusion of Jazz Theory Topics in the Undergraduate Music Theory Curriculum A Thesis Presented for the Master of Music Degree The University of Tennessee, Knoxville Alexis Joy Smerdon August 2016 ii Copyright © 2016 by Alexis Joy Smerdon All rights reserved.