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Martin Pfleiderer
Online publications of the Gesellschaft für Popularmusikforschung/ German Society for Popular Music Studies e. V. Ed. by Eva Krisper and Eva Schuck w w w . gf pm- samples.de/Samples17 / pf l e i de r e r . pdf Volume 17 (2019) - Version of 25 July 2019 BEYOND MAJOR AND MINOR? THE TONALITY OF POPULAR MUSIC AFTER 19601 Martin Pfleiderer While the functional harmonic system of major and minor, with its logic of progression based on leading tones and cadences involving the dominant, has largely departed from European art music in the 20th century, popular music continues to uphold a musical idiom oriented towards major-minor tonality and its semantics. Similar to nursery rhymes and children's songs, it seems that in popular songs, a radiant major affirms plain and happy lyrics, while a darker minor key underlines thoughtful, sad, or gloomy moods. This contrast between light and dark becomes particularly tangible when both, i.e. major and minor, appear in one song. For example, in »Tanze Samba mit mir« [»Dance the Samba with Me«], a hit song composed by Franco Bracardi and sung by Tony Holiday in 1977, the verses in F minor announce a dark mood of desire (»Du bist so heiß wie ein Vulkan. Und heut' verbrenn' ich mich daran« [»You are as hot as a volcano and today I'm burning myself on it«]), which transitions into a happy or triumphant F major in the chorus (»Tanze Samba mit mir, Samba Samba die ganze Nacht« [»Dance the samba with me, samba, samba all night long«]). But can this finding also be transferred to other areas of popular music, such as rock and pop songs of American or British prove- nance, which have long been at least as popular in Germany as German pop songs and folk music? In recent decades, a broad and growing body of research on tonality and harmony in popular music has emerged. -
How to Construct Modes
How to Construct Modes Modes can be derived from a major scale. The true application of a mode is one in which the notes and harmony are derived primarily from a mode. Modal scales are used, however, over the chord of the moment in a non-modal tune, although it would not be a modal melody in the strictest definition. There are seven basic modes and you may derive them utilizing a major scale as reference. The names of the 7 modes are: Ionian, Dorian, Phrygian, Lydian, Mixolydian, Aeolian, and Locrian Each scale or mode has distinctive note relationships which give it its unique sound. The simplest way to construct modes is to construct a seven note scale starting from each successive note in a major scale. By referencing the diatonic notes in the original major scale (ionian mode), all seven modes can be created from each of the major scale notes. • Ionian is scale degree l to l (one octave higher or lower) • Dorian is 2 to 2 • Phrygian is 3 to 3 • Lydian is 4 to 4 • Mixolydian is 5 to 5 • Aeolian is 6 to 6 • Locrian is 7 to 7 However, there is a better way to construct any mode: To construct any mode, think of the scale degree it is associated with. For example, dorian can be associated with the second degree of a major scale. As we have seen, modes may be constructed by building a diatonic 7 note scale beginning on each successive major scale degree. But you need to be able to construct on any note any of the seven modes without first building a major scale. -
The New Dictionary of Music and Musicians
The New GROVE Dictionary of Music and Musicians EDITED BY Stanley Sadie 12 Meares - M utis London, 1980 376 Moda Harold Powers Mode (from Lat. modus: 'measure', 'standard'; 'manner', 'way'). A term in Western music theory with three main applications, all connected with the above meanings of modus: the relationship between the note values longa and brevis in late medieval notation; interval, in early medieval theory; most significantly, a concept involving scale type and melody type. The term 'mode' has always been used to designate classes of melodies, and in this century to designate certain kinds of norm or model for composition or improvisation as well. Certain pheno mena in folksong and in non-Western music are related to this last meaning, and are discussed below in §§IV and V. The word is also used in acoustical parlance to denote a particular pattern of vibrations in which a system can oscillate in a stable way; see SOUND, §5. I. The term. II. Medieval modal theory. III. Modal theo ries and polyphonic music. IV. Modal scales and folk song melodies. V. Mode as a musicological concept. I. The term I. Mensural notation. 2. Interval. 3. Scale or melody type. I. MENSURAL NOTATION. In this context the term 'mode' has two applications. First, it refers in general to the proportional durational relationship between brevis and /onga: the modus is perfectus (sometimes major) when the relationship is 3: l, imperfectus (sometimes minor) when it is 2 : I. (The attributives major and minor are more properly used with modus to distinguish the rela tion of /onga to maxima from the relation of brevis to longa, respectively.) In the earliest stages of mensural notation, the so called Franconian notation, 'modus' designated one of five to seven fixed arrangements of longs and breves in particular rhythms, called by scholars rhythmic modes. -
THE MODES of ANCIENT GREECE by Elsie Hamilton
THE MODES OF ANCIENT GREECE by Elsie Hamilton * * * * P R E F A C E Owing to requests from various people I have consented with humility to write a simple booklet on the Modes of Ancient Greece. The reason for this is largely because the monumental work “The Greek Aulos” by Kathleen Schlesinger, Fellow of the Institute of Archaeology at the University of Liverpool, is now unfortunately out of print. Let me at once say that all the theoretical knowledge I possess has been imparted to me by her through our long and happy friendship over many years. All I can claim as my own contribution is the use I have made of these Modes as a basis for modern composition, of which details have been given in Appendix 3 of “The Greek Aulos”. Demonstrations of Chamber Music in the Modes were given in Steinway Hall in 1917 with the assistance of some of the Queen’s Hall players, also 3 performances in the Etlinger Hall of the musical drama “Sensa”, by Mabel Collins, in 1919. A mime “Agave” was performed in the studio of Madame Matton-Painpare in 1924, and another mime “The Scorpions of Ysit”, at the Court Theatre in 1929. In 1935 this new language of Music was introduced at Stuttgart, Germany, where a small Chamber Orchestra was trained to play in the Greek Modes. Singers have also found little difficulty in singing these intervals which are not those of our modern well-tempered system, of which fuller details will be given later on in this booklet. -
02 Chapter 1 Stoessel
Prologue La harpe de melodie faite saunz mirancholie par plaisir doit bien cescun resjorr pour l'armonie orr, sonner et vei'r. J With the prior verses begins one of the most fascinating musical works in the ars subtilior style, composed by the master musician Jacob de Senleches. This composer, as his name suggests, was a native of northern France whose scant biographical details indicate he was a valued musician at courts in the south at Castile, Navarre and possibly Avignon.2 La harpe de melodie typifies several aspects of the present study. Firstly, its presence in a n1anuscripe copied in the city of Pavia in Lombardy indicates the cultivation of ostensibly French music in the ars subtilior style in northern Italy. Secondly, its musical notation contains novel, experimental notational devices and note shapes that parallel intellectual developments in other fields of culture in this period. I "The melodious harp made without melancholy to please, well may each person rejoice to hear, sing and hear its harmony." (All translations are mine, unless otherwise specified.) 2 The conclusion that Jacob de Senleches was a native of northern France is made on the premise that Senleches is the near-homophone of Senlecques, a village just south of Calais in the County of Artois. The only surviving archival evidence concerning Jacob de Senleches consists of a dispensation made at the Court of Navarre by Charles II of Navarre on 21 sl August, 1383 which speCifies: ... 100 libras a Jacomill de Sen/aches, juglar de harpe, para regresar a donde se encontraba el cardenal de Aragon, su maestro (" 100 libras for Jacob de Senleches, player of the harp, to return to where he was to meet the Cardinal of Aragon, his master."), Jlid. -
Chapter 26 Scales a La Mode
CHAPTER 26 SCALES A LA MODE Musical innovation is full of danger to the State, for when modes of music change, the laws of the State always change with them. PLATO WHAT IS A MODE? A mode is a type of scale. Modes are used in music like salsa, jazz, country, rock, fusion, speed metal, and more. The reason the Chapter image is of musicians jamming is that modes are important to understanding (and using) jazz theory, and helpful if you’re trying to understand improvisation. Certain modes go with certain chords. For more information about modes and their specific uses in jazz, read James Levine’s excellent book, Jazz Theory. On the Web at http://is.gd/iqufof These are also called “church modes” because they were first used in the Catholic Church back in Medieval times (remember good old Guido d’ Arezzo?). The names of the modes were taken from the Greek modes, but other than the names, they have no relation to the Greek modes. The two modes that have been used the most, and the only two most people know, are now called the Major and natural minor scales. Their original names were the Ionian mode (Major), and the Aeolian mode (natural minor). The other modes are: dorian, phrygian, lydian, mixolydian, and locrian. Modes are easy to understand. We’ll map out each mode’s series of whole and half steps and use the key of C so there aren’t any sharps or flats to bother with. THE MODES IONIAN Ionian is used in nearly all Western music, from Acid Rock to Zydeco. -
Jazz Harmony Iii
MU 3323 JAZZ HARMONY III Chord Scales US Army Element, School of Music NAB Little Creek, Norfolk, VA 23521-5170 13 Credit Hours Edition Code 8 Edition Date: March 1988 SUBCOURSE INTRODUCTION This subcourse will enable you to identify and construct chord scales. This subcourse will also enable you to apply chord scales that correspond to given chord symbols in harmonic progressions. Unless otherwise stated, the masculine gender of singular is used to refer to both men and women. Prerequisites for this course include: Chapter 2, TC 12-41, Basic Music (Fundamental Notation). A knowledge of key signatures. A knowledge of intervals. A knowledge of chord symbols. A knowledge of chord progressions. NOTE: You can take subcourses MU 1300, Scales and Key Signatures; MU 1305, Intervals and Triads; MU 3320, Jazz Harmony I (Chord Symbols/Extensions); and MU 3322, Jazz Harmony II (Chord Progression) to obtain the prerequisite knowledge to complete this subcourse. You can also read TC 12-42, Harmony to obtain knowledge about traditional chord progression. TERMINAL LEARNING OBJECTIVES MU 3323 1 ACTION: You will identify and write scales and modes, identify and write chord scales that correspond to given chord symbols in a harmonic progression, and identify and write chord scales that correspond to triads, extended chords and altered chords. CONDITION: Given the information in this subcourse, STANDARD: To demonstrate competency of this task, you must achieve a minimum of 70% on the subcourse examination. MU 3323 2 TABLE OF CONTENTS Section Subcourse Introduction Administrative Instructions Grading and Certification Instructions L esson 1: Sc ales and Modes P art A O verview P art B M ajor and Minor Scales P art C M odal Scales P art D O ther Scales Practical Exercise Answer Key and Feedback L esson 2: R elating Chord Scales to Basic Four Note Chords Practical Exercise Answer Key and Feedback L esson 3: R elating Chord Scales to Triads, Extended Chords, and Altered Chords Practical Exercise Answer Key and Feedback Examination MU 3323 3 ADMINISTRATIVE INSTRUCTIONS 1. -
Harmonic Resources in 1980S Hard Rock and Heavy Metal Music
HARMONIC RESOURCES IN 1980S HARD ROCK AND HEAVY METAL MUSIC A thesis submitted to the College of the Arts of Kent State University in partial fulfillment of the requirements for the degree of Master of Arts in Music Theory by Erin M. Vaughn December, 2015 Thesis written by Erin M. Vaughn B.M., The University of Akron, 2003 M.A., Kent State University, 2015 Approved by ____________________________________________ Richard O. Devore, Thesis Advisor ____________________________________________ Ralph Lorenz, Director, School of Music _____________________________________________ John R. Crawford-Spinelli, Dean, College of the Arts ii Table of Contents LIST OF FIGURES ............................................................................................................................... v CHAPTER I........................................................................................................................................ 1 INTRODUCTION ........................................................................................................................... 1 GOALS AND METHODS ................................................................................................................ 3 REVIEW OF RELATED LITERATURE............................................................................................... 5 CHAPTER II..................................................................................................................................... 36 ANALYSIS OF “MASTER OF PUPPETS” ...................................................................................... -
Studies in Instrumentation and Orchestration and in the Recontextualisation of Diatonic Pitch Materials (Portfolio of Compositions)
Studies in Instrumentation and Orchestration and in the Recontextualisation of Diatonic Pitch Materials (Portfolio of Compositions) by Chris Paul Harman Submitted to The University of Birmingham for the degree of DOCTOR OF PHILOSOPHY Department of Music School of Humanities The University of Birmingham September 2011 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. Abstract: The present document examines eight musical works for various instruments and ensembles, composed between 2007 and 2011. Brief summaries of each work’s program are followed by discussions of instrumentation and orchestration, and analysis of pitch organization. Discussions of instrumentation and orchestration explore the composer’s approach to diversification of instrumental ensembles by the inclusion of non-orchestral instruments, and redefinition of traditional hierarchies among instruments in a standard ensemble or orchestral setting. Analyses of pitch organization detail various ways in which the composer renders diatonic -
Why Do Singers Sing in the Way They
Why do singers sing in the way they do? Why, for example, is western classical singing so different from pop singing? How is it that Freddie Mercury and Montserrat Caballe could sing together? These are the kinds of questions which John Potter, a singer of international repute and himself the master of many styles, poses in this fascinating book, which is effectively a history of singing style. He finds the reasons to be primarily ideological rather than specifically musical. His book identifies particular historical 'moments of change' in singing technique and style, and relates these to a three-stage theory of style based on the relationship of singing to text. There is a substantial section on meaning in singing, and a discussion of how the transmission of meaning is enabled or inhibited by different varieties of style or technique. VOCAL AUTHORITY VOCAL AUTHORITY Singing style and ideology JOHN POTTER CAMBRIDGE UNIVERSITY PRESS PUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building, Trumpington Street, Cambridge CB2 IRP, United Kingdom CAMBRIDGE UNIVERSITY PRESS The Edinburgh Building, Cambridge CB2 2RU, United Kingdom 40 West 20th Street, New York, NY 10011-4211, USA 10 Stamford Road, Oakleigh, Melbourne 3166, Australia © Cambridge University Press 1998 This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 1998 Typeset in Baskerville 11 /12^ pt [ c E] A catalogue record for this book is available from the British Library library of Congress cataloguing in publication data Potter, John, tenor. -
Chromatic Sequences
CHAPTER 30 Melodic and Harmonic Symmetry Combine: Chromatic Sequences Distinctions Between Diatonic and Chromatic Sequences Sequences are paradoxical musical processes. At the surface level they provide rapid harmonic rhythm, yet at a deeper level they function to suspend tonal motion and prolong an underlying harmony. Tonal sequences move up and down the diatonic scale using scale degrees as stepping-stones. In this chapter, we will explore the consequences of transferring the sequential motions you learned in Chapter 17 from the asymmetry of the diatonic scale to the symmetrical tonal patterns of the nineteenth century. You will likely notice many similarities of behavior between these new chromatic sequences and the old diatonic ones, but there are differences as well. For instance, the stepping-stones for chromatic sequences are no longer the major and minor scales. Furthermore, the chord qualities of each individual harmony inside a chromatic sequence tend to exhibit more homogeneity. Whereas in the past you may have expected major, minor, and diminished chords to alternate inside a diatonic sequence, in the chromatic realm it is not uncommon for all the chords in a sequence to manifest the same quality. EXAMPLE 30.1 Comparison of Diatonic and Chromatic Forms of the D3 ("Pachelbel") Sequence A. 624 CHAPTER 30 MELODIC AND HARMONIC SYMMETRY COMBINE 625 B. Consider Example 30.1A, which contains the D3 ( -4/ +2)-or "descending 5-6"-sequence. The sequence is strongly goal directed (progressing to ii) and diatonic (its harmonies are diatonic to G major). Chord qualities and distances are not consistent, since they conform to the asymmetry of G major. -
Subdividing the Beat: Auditory and Motor Contributions to Synchronization
Music2605_03 5/8/09 6:29 PM Page 415 Auditory and Motor Contributions to Synchronization 415 SUBDIVIDING THE BEAT: AUDITORY AND MOTOR CONTRIBUTIONS TO SYNCHRONIZATION JANEEN D. LOEHR AND CAROLINE PALMER that are subdivided by those of other performers, and McGill University, Montreal, Canada vice versa. Those subdivisions give rise to additional auditory and motor information, which could influ- THE CURRENT STUDY EXAMINED HOW AUDITORY AND ence performers’ ability to synchronize. The current kinematic information influenced pianists’ ability to study addressed the role of sensory information from synchronize musical sequences with a metronome. subdivisions in synchronized music performance. Does Pianists performed melodies in which quarter-note hearing tones or producing movements between syn- beats were subdivided by intervening eighth notes that chronized tones influence pianists’ ability to synchro- resulted from auditory information (heard tones), nize melodies with a metronome? motor production (produced tones), both, or neither. When nonmusicians tap along with an isochronous Temporal accuracy of performance was compared with auditory pacing sequence, their taps precede the pacing finger trajectories recorded with motion capture. tones by 20 to 80 ms on average (Aschersleben, 2002). Asynchronies were larger when motor or auditory sen- The tendency for taps to precede the pacing tones has sory information occurred between beats; auditory been termed the mean negative asynchrony (MNA) information yielded the largest asynchronies. Pianists and is smaller in musicians than nonmusicians were sensitive to the timing of the sensory information; (Aschersleben, 2002). The presence of additional tones information that occurred earlier relative to the mid- between tones of the pacing sequence reduces the MNA, point between metronome beats was associated with whether these tones evenly subdivide the pacing inter- larger asynchronies on the following beat.