Lobbying for a La-Based Approach to the Minor Tonic in Popular Music Harmony
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Day 17 AP Music Handout, Scale Degress.Mus
Scale Degrees, Chord Quality, & Roman Numeral Analysis There are a total of seven scale degrees in both major and minor scales. Each of these degrees has a name which you are required to memorize tonight. 1 2 3 4 5 6 7 1 & w w w w w 1. tonicw 2.w supertonic 3.w mediant 4. subdominant 5. dominant 6. submediant 7. leading tone 1. tonic A triad can be built upon each scale degree. w w w w & w w w w w w w w 1. tonicw 2.w supertonic 3.w mediant 4. subdominant 5. dominant 6. submediant 7. leading tone 1. tonic The quality and scale degree of the triads is shown by Roman numerals. Captial numerals are used to indicate major triads with lowercase numerals used to show minor triads. Diminished triads are lowercase with a "degree" ( °) symbol following and augmented triads are capital followed by a "plus" ( +) symbol. Roman numerals written for a major key look as follows: w w w w & w w w w w w w w CM: wI (M) iiw (m) wiii (m) IV (M) V (M) vi (m) vii° (dim) I (M) EVERY MAJOR KEY FOLLOWS THE PATTERN ABOVE FOR ITS ROMAN NUMERALS! Because the seventh scale degree in a natural minor scale is a whole step below tonic instead of a half step, the name is changed to subtonic, rather than leading tone. Leading tone ALWAYS indicates a half step below tonic. Notice the change in the qualities and therefore Roman numerals when in the natural minor scale. -
Music in Theory and Practice
CHAPTER 4 Chords Harmony Primary Triads Roman Numerals TOPICS Chord Triad Position Simple Position Triad Root Position Third Inversion Tertian First Inversion Realization Root Second Inversion Macro Analysis Major Triad Seventh Chords Circle Progression Minor Triad Organum Leading-Tone Progression Diminished Triad Figured Bass Lead Sheet or Fake Sheet Augmented Triad IMPORTANT In the previous chapter, pairs of pitches were assigned specifi c names for identifi cation CONCEPTS purposes. The phenomenon of tones sounding simultaneously frequently includes group- ings of three, four, or more pitches. As with intervals, identifi cation names are assigned to larger tone groupings with specifi c symbols. Harmony is the musical result of tones sounding together. Whereas melody implies the Harmony linear or horizontal aspect of music, harmony refers to the vertical dimension of music. A chord is a harmonic unit with at least three different tones sounding simultaneously. Chord The term includes all possible such sonorities. Figure 4.1 #w w w w w bw & w w w bww w ww w w w w w w w‹ Strictly speaking, a triad is any three-tone chord. However, since western European music Triad of the seventeenth through the nineteenth centuries is tertian (chords containing a super- position of harmonic thirds), the term has come to be limited to a three-note chord built in superposed thirds. The term root refers to the note on which a triad is built. “C major triad” refers to a major Triad Root triad whose root is C. The root is the pitch from which a triad is generated. 73 3711_ben01877_Ch04pp73-94.indd 73 4/10/08 3:58:19 PM Four types of triads are in common use. -
Abstracts Euromac2014 Eighth European Music Analysis Conference Leuven, 17-20 September 2014
Edited by Pieter Bergé, Klaas Coulembier Kristof Boucquet, Jan Christiaens 2014 Euro Leuven MAC Eighth European Music Analysis Conference 17-20 September 2014 Abstracts EuroMAC2014 Eighth European Music Analysis Conference Leuven, 17-20 September 2014 www.euromac2014.eu EuroMAC2014 Abstracts Edited by Pieter Bergé, Klaas Coulembier, Kristof Boucquet, Jan Christiaens Graphic Design & Layout: Klaas Coulembier Photo front cover: © KU Leuven - Rob Stevens ISBN 978-90-822-61501-6 A Stefanie Acevedo Session 2A A Yale University [email protected] Stefanie Acevedo is PhD student in music theory at Yale University. She received a BM in music composition from the University of Florida, an MM in music theory from Bowling Green State University, and an MA in psychology from the University at Buffalo. Her music theory thesis focused on atonal segmentation. At Buffalo, she worked in the Auditory Perception and Action Lab under Peter Pfordresher, and completed a thesis investigating metrical and motivic interaction in the perception of tonal patterns. Her research interests include musical segmentation and categorization, form, schema theory, and pedagogical applications of cognitive models. A Romantic Turn of Phrase: Listening Beyond 18th-Century Schemata (with Andrew Aziz) The analytical application of schemata to 18th-century music has been widely codified (Meyer, Gjerdingen, Byros), and it has recently been argued by Byros (2009) that a schema-based listening approach is actually a top-down one, as the listener is armed with a script-based toolbox of listening strategies prior to experiencing a composition (gained through previous style exposure). This is in contrast to a plan-based strategy, a bottom-up approach which assumes no a priori schemata toolbox. -
CMS-Southern Chapter/SCSMT Joint Conference
CMS-Southern Chapter/SCSMT Joint Conference February 28 – March 1, 2020 Blair School of Music Vanderbilt University Nashville, Tennessee A Message from the CMS Southern Chapter President Welcome to the 41st Annual Conference of the CMS Southern Chapter! We are back together after a very successful 40th anniversary meeting last year at the University of Central Florida in Orlando. It was a fantastic event and moment of reflection for many who have been involved in the Southern Chapter over the years. This year we are excited to be in Nashville, Tennessee. All conference activities will take place at the Blair School of Music, Vanderbilt University. We extend our gratitude to the Blair School of Music for hosting our many performances, demonstrations, papers, posters, and concerts. We are also incredibly thankful to our hosts from Belmont University, Kristian Klefstad and Mark Volker. We appreciate your dedication to the chapter and work to organize a conference with so many moving parts and scheduling challenges. Thank you! This year’s conference is held jointly with the annual meeting of the South Central Society of Music Theory. We hope that attendees from CMS and SCSMT learn from each other and connect to form new friendships, opportunities, and dialogues. We welcome our friends from SCSMT! This year’s conference theme is “Improvisation: Science, Practice, and Pedagogy.” Our program features many excellent sessions and performances that center on this topic. We are excited to welcome four guest speakers to our conference: Martin Norgaard, Dennis Thurmond, Dariusz Terefenko, and Andrew Goldman. We are certain you will enjoy all of these sessions and workshops with our esteemed guests. -
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. -
Graduate Music Theory Exam Preparation Guidelines
Graduate Theory Entrance Exam Information and Practice Materials 2016 Summer Update Purpose The AU Graduate Theory Entrance Exam assesses student mastery of the undergraduate core curriculum in theory. The purpose of the exam is to ensure that incoming graduate students are well prepared for advanced studies in theory. If students do not take and pass all portions of the exam with a 70% or higher, they must satisfactorily complete remedial coursework before enrolling in any graduate-level theory class. Scheduling The exam is typically held 8:00 a.m.-12:00 p.m. on the Thursday just prior to the start of fall semester classes. Check with the Music Department Office for confirmation of exact dates/times. Exam format The written exam will begin at 8:00 with aural skills (intervals, sonorities, melodic and harmonic dictation) You will have until 10:30 to complete the remainder of the written exam (including four- part realization, harmonization, analysis, etc.) You will sign up for individual sight-singing tests, to begin directly after the written exam Activities and Skills Aural identification of intervals and sonorities Dictation and sight-singing of tonal melodies (both diatonic and chromatic). Notate both pitch and rhythm. Dictation of tonal harmonic progressions (both diatonic and chromatic). Notate soprano, bass, and roman numerals. Multiple choice Short answer Realization of a figured bass (four-part voice leading) Harmonization of a given melody (four-part voice leading) Harmonic analysis using roman numerals 1 Content -
Affordant Chord Transitions in Selected Guitar-Driven Popular Music
Affordant Chord Transitions in Selected Guitar-Driven Popular Music Thesis Presented in Partial Fulfillment of the Requirements for the Degree Master of Arts in the Graduate School of The Ohio State University By Gary Yim, B.Mus. Graduate Program in Music The Ohio State University 2011 Thesis Committee: David Huron, Advisor Marc Ainger Graeme Boone Copyright by Gary Yim 2011 Abstract It is proposed that two different harmonic systems govern the sequences of chords in popular music: affordant harmony and functional harmony. Affordant chord transitions favor chords and chord transitions that minimize technical difficulty when performed on the guitar, while functional chord transitions favor chords and chord transitions based on a chord's harmonic function within a key. A corpus analysis is used to compare the two harmonic systems in influencing chord transitions, by encoding each song in two different ways. Songs in the corpus are encoded with their absolute chord names (such as “Cm”) to best represent affordant factors in the chord transitions. These same songs are also encoded with their Roman numerals to represent functional factors in the chord transitions. The total entropy within the corpus for both encodings are calculated, and it is argued that the encoding with the lower entropy value corresponds with a harmonic system that more greatly influences the chord transitions. It is predicted that affordant chord transitions play a greater role than functional harmony, and therefore a lower entropy value for the letter-name encoding is expected. But, contrary to expectations, a lower entropy value for the Roman numeral encoding was found. Thus, the results are not consistent with the hypothesis that affordant chord transitions play a greater role than functional chord transitions. -
2005: Boston/Cambridge
PROGRAM and ABSTRACTS OF PAPERS READ at the Twenty–Eighth Annual Meeting of the SOCIETY FOR MUSIC THEORY 10–13 November 2005 Hyatt Regency Cambridge Boston/Cambridge, Massachusetts 2 SMT 2005 Annual Meeting Edited by Taylor A. Greer Chair, 2005 SMT Program Committee Local Arrangements Committee David Kopp, Deborah Stein, Co-Chairs Program Committee Taylor A. Greer, Chair, Dora A. Hanninen, Daphne Leong, Joel Lester (ex officio), Henry Martin, Shaugn O’Donnell, Deborah Stein Executive Board Joel Lester, President William Caplin, President-Elect Harald Krebs, Vice President Nancy Rogers, Secretary Claire Boge, Treasurer Kofi Agawu Lynne Rogers Warren Darcy Judy Lochhead Frank Samarotto Janna Saslaw Executive Director Victoria L. Long 3 Contents Program…………………………………………………………........ 5 Abstracts………………………………………………………….…... 16 Thursday afternoon, 10 November Combining Musical Systems……………………………………. 17 New Modes, New Measures…………………………………....... 19 Compositional Process and Analysis……………………………. 21 Pedagogy………………………………………………………… 22 Introspective/ Prospective Analysis……………………………... 23 Thursday evening Negotiating Career and Family………………………………….. 24 Poster Session…………………………………………………… 26 Friday morning, 11 November Traveling Through Space ……………………………………….. 28 Schenker: Interruption, Form, and Allusion…………………… 31 Sharakans, Epithets, and Sufis…………………………………... 33 Friday afternoon Jazz: Chord-Scale Theory and Improvisation…………………… 35 American Composers Since 1945……………………………….. 37 Tonal Reconstructions ………………………………………….. 40 Exploring Voice Leading.……………………………………….. -
Choir I: Diatonic Chords in Major and Minor Keys May 4 – May 8 Time Allotment: 20 Minutes Per Day
10th Grade Music – Choir I: Diatonic Chords in Major and Minor Keys May 4 – May 8 Time Allotment: 20 minutes per day Student Name: ________________________________ Teacher Name: ________________________________ Academic Honesty I certify that I completed this assignment I certify that my student completed this independently in accordance with the GHNO assignment independently in accordance with Academy Honor Code. the GHNO Academy Honor Code. Student signature: Parent signature: ___________________________ ___________________________ Music – Choir I: Diatonic Chords in Major and Minor Keys May 4 – May 8 Packet Overview Date Objective(s) Page Number Monday, May 4 1. Review Roman numeral identification of triads 2 2. Identify diatonic seventh chords in major Tuesday, May 5 1. Identify diatonic seventh chords in minor 4 Wednesday, May 6 1. Decode inversion symbols for diatonic triads 5 Thursday, May 7 1. Decode inversion symbols for diatonic seventh 7 chords Friday, May 8 1. Demonstrate understanding of diatonic chord 9 identification and Roman numeral analysis by taking a written assessment. Additional Notes: In order to complete the tasks within the following packet, it would be helpful for students to have a piece of manuscript paper to write out triads; I have included a blank sheet of manuscript paper to be printed off as needed, though in the event that this is not feasible students are free to use lined paper to hand draw a music staff. I have also included answer keys to the exercises at the end of the packet. Parents, please facilitate the proper use of these answer documents (i.e. have students work through the exercises for each day before supplying the answers so that they can self-check for comprehension.) As always, will be available to provide support via email, and I will be checking my inbox regularly. -
Implicit Learning As a Means of Tonal Jazz Pitch- Listening Skills Acquisition David Mosher
University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations Dissertations and Theses 2019 Implicit Learning As A Means Of Tonal Jazz Pitch- Listening Skills Acquisition David Mosher Follow this and additional works at: https://scholarworks.umass.edu/dissertations_2 Part of the Music Pedagogy Commons, and the Music Theory Commons Recommended Citation Mosher, David, "Implicit Learning As A Means Of Tonal Jazz Pitch-Listening Skills Acquisition" (2019). Doctoral Dissertations. 1497. https://scholarworks.umass.edu/dissertations_2/1497 This Open Access Dissertation is brought to you for free and open access by the Dissertations and Theses at ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. IMPLICIT LEARNING AS A MEANS OF TONAL JAZZ PITCH-LISTENING SKILLS ACQUISITION A Dissertation Presented by DAVID MOSHER Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY February 2019 Music Music Theory © Copyright by David Mosher 2019 All Rights Reserved Implicit Learning As A Means Of Tonal Jazz Pitch-Listening Skills Acquisition A Dissertation Presented By DAVID MOSHER Approved as to style and content by: ____________________________________________________ Gary S. Karpinski, chair ____________________________________________________ Stefan Love, member ____________________________________________________ Felipe Salles, member ____________________________________________________ Lisa Sanders, member ____________________________________________________ Roberta M. Marvin, Department Head Department of Music and Dance DEDICATION To Reneé, Zachary, and Jace. You light my world. ACKNOWLEDGMENTS The creation of this document did not happen in a vacuum. Throughout the process, I have been fortunate to have as my advisor, Dr. -
Wadsworth, Directional Tonality in Schumann's
Volume 18, Number 4, December 2012 Copyright © 2012 Society for Music Theory Directional Tonality in Schumann’s Early Works* Benjamin K. Wadsworth NOTE: The examples for the (text-only) PDF version of this item are available online at: http://www.mtosmt.org/issues/mto.12.18.4/mto.12.18.4.wadsworth.php KEYWORDS: Schumann, monotonality, directional tonality, tonal pairing, double tonic complex, topic, expressive genre ABSTRACT: Beginning and ending a work in the same key, thereby suggesting a hierarchical structure, is a hallmark of eighteenth- and nineteenth-century practice. Occasionally, however, early nineteenth-century works begin and end in different, but equally plausible keys (directional tonality), thereby associating two or more keys in decentralized complexes. Franz Schubert’s works are sometimes interpreted as central to this practice, especially those that extend third relationships to larger, often chromatic cycles. Robert Schumann’s early directional-tonal works, however, have received less analytical scrutiny. In them, pairings are instead diatonic between two keys, which usually relate as relative major and minor, thereby allowing Schumann to both oppose and link dichotomous emotional states. These diatonic pairings tend to be vulnerable to monotonal influences, with the play between dual-tonal (equally structural) and monotonal contexts central to the compositional discourse. In this article, I adapt Schenkerian theory (especially the modifications of Deborah Stein and Harald Krebs) to directional-tonal structures, enumerate different blendings of monotonal and directional-tonal states, and demonstrate structural play in both single- and multiple-movement contexts. Received July 2012 [1] In the “high tonal” style of 1700–1900, most works begin and end in the same key (“monotonality”), thereby suggesting a hierarchy of chords and tones directed towards that tonic. -
131 with G in the Bass, Shown Below in Example 4.9. As with the G Minor
with G in the bass, shown below in Example 4.9. As with the G minor that never arrived, C minor would have been closely related to the home key. This time, however, it would have been as its submediant instead of its mediant. Finally, landing on C minor instead of C major would have avoided the enharmonic paradox on pitch-class 4. Beginning of B section mm. 32 – 33 c: VI V11 I C minor anticipated C major arrives (A¼ and E¼) Example 4.9 Poulenc, Piano Concerto, second movement, first part of B section, mm. 32–33, anticipation of the minor mode and unexpected arrival of C major The primary key areas of this first part of the B section, C major, E major, and A¼ major, are summarized in Example 4.10. The keys tonicized for a shorter duration, shown as quarter notes, are included to show relationships with the main keys. Justification for relating C major back to G major, instead of giving it its own major- minor complex, will be given below. 131 B section (part 1): Mm. 33 35 37 40 45 46 transition first theme 1 2 E¼/e¼: (key of IV or iv……………..........) G/g: IV A¼/a¼: ii i VI i I Example 4.10 Poulenc, Piano Concerto, second movement, key relations in the first part of the B section Parallel modes and the chromatic mediants they support thwart expectations and emerge as the main point of tension for the entire movement. The second half of the B section has the loudest dynamics in the movement thus far, with fortissimo and fortississimo entrances of the theme, double-dotted rhythms, flights into the high registers in the solo part, and frequent harmonic moves to remote keys.