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Models of Octatonic and Whole-Tone Interaction: George Crumb and His Predecessors
Models of Octatonic and Whole-Tone Interaction: George Crumb and His Predecessors Richard Bass Journal of Music Theory, Vol. 38, No. 2. (Autumn, 1994), pp. 155-186. Stable URL: http://links.jstor.org/sici?sici=0022-2909%28199423%2938%3A2%3C155%3AMOOAWI%3E2.0.CO%3B2-X Journal of Music Theory is currently published by Yale University Department of Music. Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/about/terms.html. 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/journals/yudm.html. 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. The JSTOR Archive is a trusted digital repository providing for long-term preservation and access to leading academic journals and scholarly literature from around the world. The Archive is supported by libraries, scholarly societies, publishers, and foundations. It is an initiative of JSTOR, a not-for-profit organization with a mission to help the scholarly community take advantage of advances in technology. For more information regarding JSTOR, please contact [email protected]. http://www.jstor.org Mon Jul 30 09:19:06 2007 MODELS OF OCTATONIC AND WHOLE-TONE INTERACTION: GEORGE CRUMB AND HIS PREDECESSORS Richard Bass A bifurcated view of pitch structure in early twentieth-century music has become more explicit in recent analytic writings. -
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. -
Chord Progressions
Chord Progressions Part I 2 Chord Progressions The Best Free Chord Progression Lessons on the Web "The recipe for music is part melody, lyric, rhythm, and harmony (chord progressions). The term chord progression refers to a succession of tones or chords played in a particular order for a specified duration that harmonizes with the melody. Except for styles such as rap and free jazz, chord progressions are an essential building block of contemporary western music establishing the basic framework of a song. If you take a look at a large number of popular songs, you will find that certain combinations of chords are used repeatedly because the individual chords just simply sound good together. I call these popular chord progressions the money chords. These money chord patterns vary in length from one- or two-chord progressions to sequences lasting for the whole song such as the twelve-bar blues and thirty-two bar rhythm changes." (Excerpt from Chord Progressions For Songwriters © 2003 by Richard J. Scott) Every guitarist should have a working knowledge of how these chord progressions are created and used in popular music. Click below for the best in free chord progressions lessons available on the web. Ascending Augmented (I-I+-I6-I7) - - 4 Ascending Bass Lines - - 5 Basic Progressions (I-IV) - - 10 Basie Blues Changes - - 8 Blues Progressions (I-IV-I-V-I) - - 15 Blues With A Bridge - - 36 Bridge Progressions - - 37 Cadences - - 50 Canons - - 44 Circle Progressions -- 53 Classic Rock Progressions (I-bVII-IV) -- 74 Coltrane Changes -- 67 Combination -
Surviving Set Theory: a Pedagogical Game and Cooperative Learning Approach to Undergraduate Post-Tonal Music Theory
Surviving Set Theory: A Pedagogical Game and Cooperative Learning Approach to Undergraduate Post-Tonal Music Theory DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Angela N. Ripley, M.M. Graduate Program in Music The Ohio State University 2015 Dissertation Committee: David Clampitt, Advisor Anna Gawboy Johanna Devaney Copyright by Angela N. Ripley 2015 Abstract Undergraduate music students often experience a high learning curve when they first encounter pitch-class set theory, an analytical system very different from those they have studied previously. Students sometimes find the abstractions of integer notation and the mathematical orientation of set theory foreign or even frightening (Kleppinger 2010), and the dissonance of the atonal repertoire studied often engenders their resistance (Root 2010). Pedagogical games can help mitigate student resistance and trepidation. Table games like Bingo (Gillespie 2000) and Poker (Gingerich 1991) have been adapted to suit college-level classes in music theory. Familiar television shows provide another source of pedagogical games; for example, Berry (2008; 2015) adapts the show Survivor to frame a unit on theory fundamentals. However, none of these pedagogical games engage pitch- class set theory during a multi-week unit of study. In my dissertation, I adapt the show Survivor to frame a four-week unit on pitch- class set theory (introducing topics ranging from pitch-class sets to twelve-tone rows) during a sophomore-level theory course. As on the show, students of different achievement levels work together in small groups, or “tribes,” to complete worksheets called “challenges”; however, in an important modification to the structure of the show, no students are voted out of their tribes. -
Lecture Notes
Notes on Chromatic Harmony © 2010 John Paul Ito Chromatic Modulation Enharmonic modulation Pivot-chord modulation in which the pivot chord is spelled differently in the two keys. Ger +6 (enharmonically equivalent to a dominant seventh) and diminished sevenths are the most popular options. See A/S 534-536 Common-tone modulation Usually a type of phrase modulation. The two keys are distantly related, but the tonic triads share a common tone. (E.g. direct modulation from C major to A-flat major.) In some cases, the common tone may be spelled using an enharmonic equivalent. See A/S 596-599. Common-tone modulations often involve… Chromatic mediant relationships Chromatic mediants were extremely popular with nineteenth-century composers, being used with increasing frequency and freedom as the century progressed. A chromatic mediant relationship is one in which the triadic roots (or tonal centers) are a third apart, and in which at least one of the potential common tones between the triads (or tonic triads of the keys) is not a common tone because of chromatic alterations. In the example above of C major going to A-flat major, the diatonic third relationship with C major would be A minor, which has two common tones (C and E) with C major. Because of the substitution of A-flat major (bVI relative to C) for A minor, there is only one common tone, C, as the C-major triad includes E and the A-flat-major triad contains E-flat. The contrast is even more jarring if A-flat minor is substituted; now there are no common tones. -
Funk Is Its Own Reward": an Analysis of Selected Lyrics In
ABSTRACT AFRICAN-AMERICAN STUDIES LACY, TRAVIS K. B.A. CALIFORNIA STATE UNIVERSITY DOMINGUEZ HILLS, 2000 "FUNK IS ITS OWN REWARD": AN ANALYSIS OF SELECTED LYRICS IN POPULAR FUNK MUSIC OF THE 1970s Advisor: Professor Daniel 0. Black Thesis dated July 2008 This research examined popular funk music as the social and political voice of African Americans during the era of the seventies. The objective of this research was to reveal the messages found in the lyrics as they commented on the climate of the times for African Americans of that era. A content analysis method was used to study the lyrics of popular funk music. This method allowed the researcher to scrutinize the lyrics in the context of their creation. When theories on the black vernacular and its historical roles found in African-American literature and music respectively were used in tandem with content analysis, it brought to light the voice of popular funk music of the seventies. This research will be useful in terms of using popular funk music as a tool to research the history of African Americans from the seventies to the present. The research herein concludes that popular funk music lyrics espoused the sentiments of the African-American community as it utilized a culturally familiar vernacular and prose to express the evolving sociopolitical themes amid the changing conditions of the seventies era. "FUNK IS ITS OWN REWARD": AN ANALYSIS OF SELECTED LYRICS IN POPULAR FUNK MUSIC OF THE 1970s A THESIS SUBMITTED TO THE FACULTY OF CLARK ATLANTA UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THEDEGREEOFMASTEROFARTS BY TRAVIS K. -
When the Leading Tone Doesn't Lead: Musical Qualia in Context
When the Leading Tone Doesn't Lead: Musical Qualia in Context Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Claire Arthur, B.Mus., M.A. Graduate Program in Music The Ohio State University 2016 Dissertation Committee: David Huron, Advisor David Clampitt Anna Gawboy c Copyright by Claire Arthur 2016 Abstract An empirical investigation is made of musical qualia in context. Specifically, scale-degree qualia are evaluated in relation to a local harmonic context, and rhythm qualia are evaluated in relation to a metrical context. After reviewing some of the philosophical background on qualia, and briefly reviewing some theories of musical qualia, three studies are presented. The first builds on Huron's (2006) theory of statistical or implicit learning and melodic probability as significant contributors to musical qualia. Prior statistical models of melodic expectation have focused on the distribution of pitches in melodies, or on their first-order likelihoods as predictors of melodic continuation. Since most Western music is non-monophonic, this first study investigates whether melodic probabilities are altered when the underlying harmonic accompaniment is taken into consideration. This project was carried out by building and analyzing a corpus of classical music containing harmonic analyses. Analysis of the data found that harmony was a significant predictor of scale-degree continuation. In addition, two experiments were carried out to test the perceptual effects of context on musical qualia. In the first experiment participants rated the perceived qualia of individual scale-degrees following various common four-chord progressions that each ended with a different harmony. -
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. -
At the Oklahoma History Center Oklahoma Century Chest Exhibit To
Vol. 44, No. 8 Published monthly by the Oklahoma Historical Society, serving since 1893 August 2013 “History through Music” at the Oklahoma History Center On Thursday, August 29, the Oklahoma History Center will host Dr. Harold Al- dridge and Dorothy Ellis, aka “Miss Blues,” for an educational and entertaining performance on the development of Blues music. This edition of the Oklahoma Historical Society’s “History through Music” program will examine the develop- ment and appreciation of the Blues music genre from its roots in nineteenth century slavery to its popularity in the twentieth century. Doors will open at 6 p.m. and the program will start at 7 p.m. Oklahoma Historical Society members can RSVP and receive free seats. Nonmembers interested in attending must pur- chase an OHS family membership at half price, $25, or any of our other membership levels at regular price, and then will be able to RSVP for up to two seats. Dr. Aldridge and Miss Blues will lecture and perform on the roots of different Blues styles. During the program scholars also will discuss how the unique settlement of the Sooner state mixed different cultures and music, creating its own distinctive sounds and musicians. During the presentation both musicians will explain the roles that secular and gospel music had in these communities. Born and raised in the all-black town of Taft, Oklahoma, Dr. Harold Aldridge learned to play the guitar from the town’s older musi- cians. He will perform and give the history of the differing styles of Blues, including how regional sounds emerged. -
Harmonic Dualism and the Origin of the Minor Triad
45 Harmonic Dualism and the Origin of the Minor Triad JOHN L. SNYDER "Harmonic Dualism" may be defined as a school of musical theoretical thought which holds that the minor triad has a natural origin different from that of the major triad, but of equal validity. Specifically, the term is associated with a group of nineteenth and early twentieth century theo rists, nearly all Germans, who believed that the minor harmony is constructed in a downward ("negative") fashion, while the major is an upward ("positive") construction. Al though some of these writers extended the dualistic approach to great lengths, applying it even to functional harmony, this article will be concerned primarily with the problem of the minor sonority, examining not only the premises and con clusions of the principal dualists, but also those of their followers and their critics. Prior to the rise of Romanticism, the minor triad had al ready been the subject of some theoretical speculation. Zarlino first considered the major and minor triads as en tities, finding them to be the result of harmonic and arith metic division of the fifth, respectively. Later, Giuseppe Tartini advanced his own novel explanation: he found that if one located a series of fundamentals such that a given pitch would appear successively as first, second, third •.• and sixth partial, the fundamentals of these harmonic series would outline a minor triad. l Tartini's discussion of combination tones is interesting in that, to put a root un der his minor triad outline, he proceeds as far as the 7:6 ratio, for the musical notation of which he had to invent a new accidental, the three-quarter-tone flat: IG. -
Generalized Tonnetze and Zeitnetz, and the Topology of Music Concepts
June 25, 2019 Journal of Mathematics and Music tonnetzTopologyRev Submitted exclusively to the Journal of Mathematics and Music Last compiled on June 25, 2019 Generalized Tonnetze and Zeitnetz, and the Topology of Music Concepts Jason Yust∗ School of Music, Boston University () The music-theoretic idea of a Tonnetz can be generalized at different levels: as a network of chords relating by maximal intersection, a simplicial complex in which vertices represent notes and simplices represent chords, and as a triangulation of a manifold or other geomet- rical space. The geometrical construct is of particular interest, in that allows us to represent inherently topological aspects to important musical concepts. Two kinds of music-theoretical geometry have been proposed that can house Tonnetze: geometrical duals of voice-leading spaces, and Fourier phase spaces. Fourier phase spaces are particularly appropriate for Ton- netze in that their objects are pitch-class distributions (real-valued weightings of the twelve pitch classes) and proximity in these space relates to shared pitch-class content. They admit of a particularly general method of constructing a geometrical Tonnetz that allows for interval and chord duplications in a toroidal geometry. The present article examines how these du- plications can relate to important musical concepts such as key or pitch-height, and details a method of removing such redundancies and the resulting changes to the homology the space. The method also transfers to the rhythmic domain, defining Zeitnetze for cyclic rhythms. A number of possible Tonnetze are illustrated: on triads, seventh chords, ninth-chords, scalar tetrachords, scales, etc., as well as Zeitnetze on a common types of cyclic rhythms or time- lines. -
Middleground Structure in the Cadenza to Boulez's Éclat
Middleground Structure in the Cadenza to Boulez’s Éclat C. Catherine Losada NOTE: The examples for the (text-only) PDF version of this item are available online at: hp://www.mtosmt.org/issues/mto.19.25.1/mto.19.25.1.losada.php KEYWORDS: Boulez, Éclat, multiplication, middleground, transformational theory ABSTRACT: Through a transformational analysis of Boulez’s Éclat, this article extends previous understanding of Boulez’s compositional techniques by addressing issues of middleground structure and perception. Presenting a new perspective on this pivotal work, it also sheds light on the development of Boulez’s compositional style. Volume 25, Number 1, May 2019 Copyright © 2019 Society for Music Theory [1] Incorporating both elements of performer’s choice (mainly for the conductor) and an approach to temporality that subverts traditional notions of continuity by invoking the importance of the “moment,”(1) Boulez’s Éclat (1965) is a landmark work from the mid-1960s. It stems from a pivotal period within Boulez’s compositional career, following a time of intense application of novel serial techniques in works that cemented his reputation as a major figure of European modernism (such as Pli selon pli (1957–1962) and the Troisième Sonate (1955–63),(2) but preceding the marked simplification of the musical language that followed Rituel (1974).(3) Piencikowski (1993) has discussed the reliance of much of the central section of Éclat on material from the first version of Don (1960) which in turn is derived from the flute piece Strophes (1957) and from Orestie (1955), and has also thoroughly explained the pitch content of that central section.(4) The material from the framing cadenzas of Éclat, however, has received lile scholarly aention in published form, although Olivier Meston (2001) provides a description of abstract serial processes that could explain the pitch content.(5) One of Meston’s main claims is that the serial processes he presents are not perceptible (10, 16).