Automatic Musical Key Detection
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Computational Methods for Tonality-Based Style Analysis of Classical Music Audio Recordings
Fakult¨at fur¨ Elektrotechnik und Informationstechnik Computational Methods for Tonality-Based Style Analysis of Classical Music Audio Recordings Christof Weiß geboren am 16.07.1986 in Regensburg Dissertation zur Erlangung des akademischen Grades Doktoringenieur (Dr.-Ing.) Angefertigt im: Fachgebiet Elektronische Medientechnik Institut fur¨ Medientechnik Fakult¨at fur¨ Elektrotechnik und Informationstechnik Gutachter: Prof. Dr.-Ing. Dr. rer. nat. h. c. mult. Karlheinz Brandenburg Prof. Dr. rer. nat. Meinard Muller¨ Prof. Dr. phil. Wolfgang Auhagen Tag der Einreichung: 25.11.2016 Tag der wissenschaftlichen Aussprache: 03.04.2017 urn:nbn:de:gbv:ilm1-2017000293 iii Acknowledgements This thesis could not exist without the help of many people. I am very grateful to everybody who supported me during the work on my PhD. First of all, I want to thank Prof. Karlheinz Brandenburg for supervising my thesis but also, for the opportunity to work within a great team and a nice working enviroment at Fraunhofer IDMT in Ilmenau. I also want to mention my colleagues of the Metadata department for having such a friendly atmosphere including motivating scientific discussions, musical activity, and more. In particular, I want to thank all members of the Semantic Music Technologies group for the nice group climate and for helping with many things in research and beyond. Especially|thank you Alex, Ronny, Christian, Uwe, Estefan´ıa, Patrick, Daniel, Ania, Christian, Anna, Sascha, and Jakob for not only having a prolific working time in Ilmenau but also making friends there. Furthermore, I want to thank several students at TU Ilmenau who worked with me on my topic. Special thanks go to Prof. -
AP Music Theory Course Description Audio Files ”
MusIc Theory Course Description e ffective Fall 2 0 1 2 AP Course Descriptions are updated regularly. Please visit AP Central® (apcentral.collegeboard.org) to determine whether a more recent Course Description PDF is available. The College Board The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of more than 5,900 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success — including the SAT® and the Advanced Placement Program®. The organization also serves the education community through research and advocacy on behalf of students, educators, and schools. For further information, visit www.collegeboard.org. AP Equity and Access Policy The College Board strongly encourages educators to make equitable access a guiding principle for their AP programs by giving all willing and academically prepared students the opportunity to participate in AP. We encourage the elimination of barriers that restrict access to AP for students from ethnic, racial, and socioeconomic groups that have been traditionally underserved. Schools should make every effort to ensure their AP classes reflect the diversity of their student population. The College Board also believes that all students should have access to academically challenging course work before they enroll in AP classes, which can prepare them for AP success. -
The Romantext Format: a Flexible and Standard Method for Representing Roman Numeral Analyses
THE ROMANTEXT FORMAT: A FLEXIBLE AND STANDARD METHOD FOR REPRESENTING ROMAN NUMERAL ANALYSES Dmitri Tymoczko1 Mark Gotham2 Michael Scott Cuthbert3 Christopher Ariza4 1 Princeton University, NJ 2 Cornell University, NY 3 M.I.T., MA 4 Independent [email protected], [email protected], [email protected] ABSTRACT Absolute chord labels are performer-oriented in the sense that they specify which notes should be played, but Roman numeral analysis has been central to the West- do not provide any information about their function or ern musician’s toolkit since its emergence in the early meaning: thus one and the same symbol can represent nineteenth century: it is an extremely popular method for a tonic, dominant, or subdominant chord. Accordingly, recording subjective analytical decisions about the chords these labels obscure a good deal of musical structure: a and keys implied by a passage of music. Disagreements dominant-functioned G major chord (i.e. G major in the about these judgments have led to extensive theoretical de- local key of C) is considerably more likely to descend by bates and ongoing controversies. Such debates are exac- perfect fifth than a subdominant-functioned G major (i.e. G erbated by the absence of a public corpus of expert Ro- major in the key of D major). This sort of contextual in- man numeral analyses, and by the more fundamental lack formation is readily available to both trained and untrained of an agreed-upon, computer-readable syntax in which listeners, who are typically more sensitive to relative scale those analyses might be expressed. This paper specifies degrees than absolute pitches. -
A Graduate Recital Report
Utah State University DigitalCommons@USU All Graduate Plan B and other Reports Graduate Studies 5-1970 A Graduate Recital Report Richard J. Muirhead Utah State University Follow this and additional works at: https://digitalcommons.usu.edu/gradreports Part of the Music Commons Recommended Citation Muirhead, Richard J., "A Graduate Recital Report" (1970). All Graduate Plan B and other Reports. 611. https://digitalcommons.usu.edu/gradreports/611 This Report is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Plan B and other Reports by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. A GRADUATE RECITA L REFDRT by Richard J. Huirhead Rerort of a recital performed in partial fulfill"-ent of the requirements for the degree of ·l1AS TER OF BUSIC in Applied Husic UTAH STATE UNIVERSITY Logan, Utah 1970 ACKNO\VLEDGENEN'IS Sincere appreciation is given to the members of ~ co ~~ ttee, Dr. 1-lilliam Ramsey, Dr. Alma Dittmer and Dr. 11ax Dalby, for their unselfishly giving me of their time, including holidays and weekends, to assist me ;Qth ~ special needs. I would like to particularly thank Dr. Rams~y , ~major professor, "no has guided me to a new insight of sineing ar.d ·,rho has helped to open a ;rhole ne1·1 field of repertoire for me . Debbie Schoonmaker, nw accompanist, deserves special praise and appreciation for her skill and musicRl talent ;,hich helped to make this recitel a success. Host i mp ortant of all, I wish to thank ~ ;Qfe , Alke, for her assistance and encouragerr.e nt in the preparing of t he reci tR1 and this paper. -
How to Incorporate Bebop Into Your Improvisation by Austin Vickrey Discussion Topics
How to Incorporate Bebop into Your Improvisation By Austin Vickrey Discussion Topics • Bebop Characteristics & Style • Scales & Arpeggios • Exercises & Patterns • Articulations & Accents • Listening Bebop Characteristics & Style • Developed in the early to mid 1940’s • Medium to fast tempos • Rapid chord progressions / changes • Instrumental “virtuosity” • Simple to complex harmony - altered chords / substitutions • Dominant syncopation of rhythms • New melodies over existing chord changes - Contrafacts Scales & Arpeggios • Scales and arpeggios are the building blocks for harmony • Use of the half-step interval and rapid arpeggiation are characteristic of bebop playing • Because bebop is often played at a fast tempo with rapidly changing chords, it’s crucial to practice your scales and arpeggios in ALL KEYS! Scales & Arpeggios • Scales you should be familiar with: • Major Scale - Pentatonic: 1, 2, 3, 5, 6 • Minor Scales - Pentatonic: 1, b3, 4, 5, b7; Natural Minor, Dorian Minor, Harmonic Minor, Melodic Minor • Dominant Scales - Mixolydian Mode, Bebop Scales, 5th Mode of Harmonic Minor (V7b9), Altered Dominant / Diminished Whole Tone (V7alt, b9#9b13), Dominant Diminished / Diminished starting with a half step (V7b9#9 with #11, 13) • Half-diminished scale - min7b5 (7th mode of major scale) • Diminished Scale - Starting with a whole step (WHWHWHWH) Scales & Arpeggios • Chords and Arpeggios to work in all keys: • Major triad, Maj6/9, Maj7, Maj9, Maj9#11 • Minor triad, m6/9, m7, m9, m11, minMaj7 • Dominant 7ths • Natural extensions - 9th, 13th -
Parallel Keys and Remote Modulation in Selected String
1 MacKay, James. “Another Look at Chromatic Third-Related Key Relationships in Late Haydn: Parallel Keys and Remote Modulation in Selected String Quartet Minuets.”.” HAYDN: Online Journal of the Haydn Society of North America 8.2 (Fall 2018), http://haydnjournal.org. © RIT Press and Haydn Society of North America, 2018. Duplication without the express permission of the author, RIT Press, and/or the Haydn Society of North America is prohibited. Another Look at Chromatic Third-Related Key Relationships in Late Haydn: Parallel Keys and Remote Modulation in Selected String Quartet Minuets by James MacKay Loyola University Abstract As asserted by Ethan Haimo in a 1990 article, Joseph Haydn’s Piano Trio in A-flat major, Hob. XV: 14 (1789-90), comprises his first use of a chromatic third relationship between movements of an instrumental work, with a I—flat VI—I tonal plan. This harmonic strategy, immediately taken up by Beethoven in his Piano Trio in G major, Op. 1 no. 2 (slow movement in E, VI) and his Piano Sonata in C major, Op. 2 no. 3 (slow movement in E, III), quickly became a conventional feature of early 19th-century tonality. Such third-related shifts in Haydn’s instrumental music occur earlier than 1790, especially in his string quartet Minuet-Trio movements, often built around a parallel major-parallel minor pairing of keys and their relatives. For instance, in Haydn’s String Quartet in F major, Op. 50 no. 5 (Der Traum), third movement, Haydn effects a chromatic third modulation in two stages: touching briefly upon the parallel key (f minor) in the trio, then moving immediately to its relative major, A-flat (i.e. -
It's All Relative
Forte clip ‘n’ save It’s All Relative Some Keys Have More in Common than You Think At first glance, the E major and C# minor scales make for easy and natural-sounding key changes. seem to have nothing in common. They start on Composers frequently take advantage of this. For example, sonata-allegro form—the musical structure different notes. They have opposite tonalities— found in the first movement of most symphonies— one major and one minor. However, they do have always uses an opening theme in one key and a one very important similarity: Both share F#, second theme in the relative key. C#, G#, and D# in their key signatures. Because Relative keys are not to be confused with parallel of their identical key signatures, E major and keys, which share the same tonic—that is, the first scale degree—but do not share a key signature. This C# minor are known as relative keys. means, simply, that A major and A minor are parallel Each major key has a relative minor, and vice versa. keys, B major and B minor are parallel keys, and so To find a major key’s relative minor, count down one- on. To find the correct key signature for a parallel and-a-half steps, or a minor third. For example, if you minor key, lower the third, sixth, and seventh scale are given the key of D major, count down a minor degrees; alternately, to find the key signature of a third from D to B, which tells you that the relative key parallel major key, raise the third, sixth, and seventh is B minor. -
How Should Corpus Studies of Harmony In
Proceedings of the Future Directions of Music Cognition International Conference, 6–7 March 2021 How should corpus studies of harmony in popular music handle the minor tonic? Trevor de Clercq1† 1 Department of Recording Industry, Middle Tennessee State University, Murfreesboro, TN, USA † Corresponding author: [email protected] changed to another (Table 2). Chords with a root of Abstract scale-degree b7, for example, most often moved to Corpus studies of harmony in popular music normally assume chords with a root of 1, 4, and b6 and not often to chords a singular tonic pitch assigned to scale-degree 1, which with a root of 2, 5, or 6. That said, the question of highlights similarities in chord organization between parallel whether these findings supported one theory of keys. Recently, Nobile (2020) posits a “double-tonic complex” in rock, where two tonics—a major chord and its harmonic organization or another was, we admitted, a relative minor—are active simultaneously, such that matter of interpretation. similarities in chord organization manifest between relative keys. Using Kullback-Leibler divergence as a metric, I assess Table 1: Distribution of the eight most common in a corpus of classical music and a corpus of popular music chromatic roots in the RS 5x20 corpus. how well chord organization given a minor tonic is modeled by chord organization in the parallel and relative major. I Root n n/N show that chord organization in the classical corpus is 1 3,058 .328 modeled well by the parallel key encoding, but chord 4 2,104 .226 organization in the popular music corpus shows mixed results. -
Gtrbook1.Pdf
www.guitartheoryrevolution.info Guitar Theory Revolution 2011 1 © 2011 by Cornelis Blokland www.guitartheoryrevolution.info All rights reserved Cornelis Blokland reserves the copyright for the terms: 'Five Fret Pattern' and the 'Universal Note Pattern' Mike George retains all rights to the Color and Shape Code that is depicted on page 11 of this book and that is used in all fretboard diagrams, as well as the term Color Music®. You can find out more about Color Music® at: http://mycolormusic.com Cover illustration and all diagrams created by Daniel Blokland: www.blokland.co.uk www.guitartheoryrevolution.info Guitar Theory Revolution 2011 2 Contents Introduction 6 How To Use This Book 7 Chapter 1: Learning the fretboard 1.1 Numbering the strings 8 1.2 The note names 9 1.3 Learning the notes on the fretboard 10 1.4 Colours and shapes 11 1.5 The 'Universal Note Pattern' 12 1.6 Diagrams for the notes F, G, A, B, C, D and E 13 1.7 Exercises 15 1.8 Test yourself 16 1.9 Filling in the blanks 18 1.10 Chapter summary 18 Chapter 2: The Five Fret Pattern and Intervals 2.1 Relationships and distances between notes 19 2.2 How the guitar is tuned 20 2.3 The 'Five Fret Pattern' 21 2.4 Descending Five Fret Pattern 23 2.5 Why the Five Fret Pattern is Useful 23 2.6 So what is an interval? 24 2.7 Chapter summary 25 Chapter 3: The Major and Natural Minor scale 3.1 The Major scale 26 3.2 The Natural Minor scale 28 3.3 Exercises 29 3.4 Chapter summary 31 www.guitartheoryrevolution.info Guitar Theory Revolution 2011 3 Chapter 4: The CAGED chord pattern 4.1 Major -
Minor Keys and Key Signatures Introduction
Lesson WWW: Minor Keys and Key Signatures Introduction: Lesson VVV discusses how pieces that draw primarily from the pitches of a major scale are said to be in that major key. Similarly, pieces that draw primarily from the pitches of a minor scale—a scale based on the W-H-W-W-H-W-W pattern of whole steps and half steps—are said to be in that minor key. Minor key signatures can likewise be derived from the accidentals of the corresponding minor scale. It is important, however, to keep in mind that minor key signatures reflect the diatonic (or, natural ) form of the minor scale, not the harmonic or melodic composites. In this lesson we will discuss how a minor key is constructed and established as well as how minor key signatures are written and used. Minor keys: Lesson UUU discusses the construction of major scales and the various names given to each scale degree. All of the degrees of a minor scale have names as well. For the most part, these names are the same as those of major keys. The few differences are due to the lower scale degrees 3, 6, and 7. The following example shows the three systems used to label and refer to minor scale degrees: Example 1: The scale degree numbers, of course, remain the same. The solfège syllables mi , la , and ti are changed to me , re , and te to reflect the lowering of those scale degrees. The only difference in the scale degree names is that scale degree 7, in its lowered form, is now referred to as the subtonic . -
Brecker's Blues
BRECKER’S BLUES: TRANSCRIPTION AND THEORETICAL ANALYSIS OF SIX SELECTED IMPROVISED BLUES SOLOS BY JAZZ SAXOPHONIST MICHAEL BRECKER DOCUMENT Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Musical Arts in the Graduate School of The Ohio State University By David Rawlings Freedy, M.M. ***** The Ohio State University 2003 Document Committee: James Akins, Advisor Joseph Duchi Dr. Russel Mikkelson ABSTRACT The following is an analysis of selected musical improvisations of tenor saxophonist Michael Brecker. The improvisations span the years 1987-99 and are all characterized by a shared underlying 12-bar chord structure commonly known as “Blues.” The improvisations at hand were chosen by the author by means of six necessary characteristics: 1. Performance over a 12- bar Blues (major or minor) harmonic progression; 2. Profundity or “specialness” of the improvisation as determined by the author; 3. Theoretical complexity of the improvisation sufficient to warrant an extended analysis as determined by the author; 4. Historical placement of the improvisations from 1987 to the year of Document submission; 5. Commercial availability of Compact Disc recordings of all of the improvisations; 6. Lack of availability of other transcriptions of the improvisations from either commercial or academic sources. It is the author’s contention that the transcriptions and analyses of the selected improvisations will help illustrate Mr. Brecker’s approach to the Blues as well as identify the theoretical underpinnings upon which these improvisations rest. ii ACKNOWLEDGMENTS I wish to thank my advisor, Professor James Akins, for his patience, support, and encouragement throughout my entire Doctoral degree program at Ohio State University. -
How to Play in the Style of Wes Montgomery (Samples)
How to Play in the Style of Wes Montgomery Sample Pages This pdf contains sample pages from the ebook How to Play in the Style of Wes Montgomery. To get the full ebook, click here... How to Play in the Style of Wes Montgomery Contents Chapter 1 – Introduction ........................................................ 4 How to Use This Book? ...............................................................4 Biography. 6 Wes Montgomery’s Guitars and Amps ...............................................13 Chapter 2 – Single Note Soloing ............................................... 17 Blues Scales. .19 Bebop scales .......................................................................31 Wes Montgomery’s Use of Guide Tones. .47 3 to 9 Arpeggios ....................................................................56 Upper Structure Triads ..............................................................61 The Minorization of Dominant Chords ..............................................67 Chapter 3 – Octave Soloing .................................................... 75 Pentatonic and Blues Octave Ideas ..................................................77 Arpeggio Octave Ideas .............................................................83 Scale Octave Ideas ..................................................................89 Rhythmic Variations ................................................................96 Pedal Tone Techniques ............................................................102 Wes Octave Sample Solo. .108 How to Play in the Style