The Well-Tempered Computer
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The Group-Theoretic Description of Musical Pitch Systems
The Group-theoretic Description of Musical Pitch Systems Marcus Pearce [email protected] 1 Introduction Balzano (1980, 1982, 1986a,b) addresses the question of finding an appropriate level for describing the resources of a pitch system (e.g., the 12-fold or some microtonal division of the octave). His motivation for doing so is twofold: “On the one hand, I am interested as a psychologist who is not overly impressed with the progress we have made since Helmholtz in understanding music perception. On the other hand, I am interested as a computer musician who is trying to find ways of using our pow- erful computational tools to extend the musical [domain] of pitch . ” (Balzano, 1986b, p. 297) Since the resources of a pitch system ultimately depend on the pairwise relations between pitches, the question is one of how to conceive of pitch intervals. In contrast to the prevailing approach which de- scribes intervals in terms of frequency ratios, Balzano presents a description of pitch sets as mathematical groups and describes how the resources of any pitch system may be assessed using this description. Thus he is concerned with presenting an algebraic description of pitch systems as a competitive alternative to the existing acoustic description. In these notes, I shall first give a brief description of the ratio based approach (§2) followed by an equally brief exposition of some necessary concepts from the theory of groups (§3). The following three sections concern the description of the 12-fold division of the octave as a group: §4 presents the nature of the group C12; §5 describes three perceptually relevant properties of pitch-sets in C12; and §6 describes three musically relevant isomorphic representations of C12. -
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. -
An Analysis and Performance Considerations for John
AN ANALYSIS AND PERFORMANCE CONSIDERATIONS FOR JOHN HARBISON’S CONCERTO FOR OBOE, CLARINET, AND STRINGS by KATHERINE BELVIN (Under the Direction of D. RAY MCCLELLAN) ABSTRACT John Harbison is an award-winning and prolific American composer. He has written for almost every conceivable genre of concert performance with styles ranging from jazz to pre-classical forms. The focus of this study, his Concerto for Oboe, Clarinet, and Strings, was premiered in 1985 as a product of a Consortium Commission awarded by the National Endowment of the Arts. The initial discussions for the composition were with oboist Sara Bloom and clarinetist David Shifrin. Harbison’s Concerto for Oboe, Clarinet, and Strings allows the clarinet to finally be introduced to the concerto grosso texture of the Baroque period, for which it was born too late. This document includes biographical information on John Harbison including his life and career, compositional style, and compositional output. It also contains a brief history of the Baroque concerto grosso and how it relates to the Harbison concerto. There is a detailed set-class analysis of each movement and information on performance considerations. The two performers as well as the composer were interviewed to discuss the commission, premieres, and theoretical/performance considerations for the concerto. INDEX WORDS: John Harbison, Concerto for Oboe, Clarinet, and Strings, clarinet concerto, oboe concerto, Baroque concerto grosso, analysis and performance AN ANALYSIS AND PERFORMANCE CONSIDERATIONS FOR JOHN HARBISON’S CONCERTO FOR OBOE, CLARINET, AND STRINGS by KATHERINE BELVIN B.M., Tennessee Technological University, 2004 M.M., University of Cincinnati, 2006 A Dissertation Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for the Degree DOCTOR OF MUSICAL ARTS ATHENS, GEORGIA 2009 © 2009 Katherine Belvin All Rights Reserved AN ANALYSIS AND PERFORMANCE CONSIDERATIONS FOR JOHN HARBISON’S CONCERTO FOR OBOE, CLARINET, AND STRINGS by KATHERINE BELVIN Major Professor: D. -
Nonatonic Harmonic Structures in Symphonies by Ralph Vaughan Williams and Arnold Bax Cameron Logan [email protected]
University of Connecticut OpenCommons@UConn Doctoral Dissertations University of Connecticut Graduate School 12-2-2014 Nonatonic Harmonic Structures in Symphonies by Ralph Vaughan Williams and Arnold Bax Cameron Logan [email protected] Follow this and additional works at: https://opencommons.uconn.edu/dissertations Recommended Citation Logan, Cameron, "Nonatonic Harmonic Structures in Symphonies by Ralph Vaughan Williams and Arnold Bax" (2014). Doctoral Dissertations. 603. https://opencommons.uconn.edu/dissertations/603 i Nonatonic Harmonic Structures in Symphonies by Ralph Vaughan Williams and Arnold Bax Cameron Logan, Ph.D. University of Connecticut, 2014 This study explores the pitch structures of passages within certain works by Ralph Vaughan Williams and Arnold Bax. A methodology that employs the nonatonic collection (set class 9-12) facilitates new insights into the harmonic language of symphonies by these two composers. The nonatonic collection has received only limited attention in studies of neo-Riemannian operations and transformational theory. This study seeks to go further in exploring the nonatonic‟s potential in forming transformational networks, especially those involving familiar types of seventh chords. An analysis of the entirety of Vaughan Williams‟s Fourth Symphony serves as the exemplar for these theories, and reveals that the nonatonic collection acts as a connecting thread between seemingly disparate pitch elements throughout the work. Nonatonicism is also revealed to be a significant structuring element in passages from Vaughan Williams‟s Sixth Symphony and his Sinfonia Antartica. A review of the historical context of the symphony in Great Britain shows that the need to craft a work of intellectual depth, simultaneously original and traditional, weighed heavily on the minds of British symphonists in the early twentieth century. -
Describing Species
DESCRIBING SPECIES Practical Taxonomic Procedure for Biologists Judith E. Winston COLUMBIA UNIVERSITY PRESS NEW YORK Columbia University Press Publishers Since 1893 New York Chichester, West Sussex Copyright © 1999 Columbia University Press All rights reserved Library of Congress Cataloging-in-Publication Data © Winston, Judith E. Describing species : practical taxonomic procedure for biologists / Judith E. Winston, p. cm. Includes bibliographical references and index. ISBN 0-231-06824-7 (alk. paper)—0-231-06825-5 (pbk.: alk. paper) 1. Biology—Classification. 2. Species. I. Title. QH83.W57 1999 570'.1'2—dc21 99-14019 Casebound editions of Columbia University Press books are printed on permanent and durable acid-free paper. Printed in the United States of America c 10 98765432 p 10 98765432 The Far Side by Gary Larson "I'm one of those species they describe as 'awkward on land." Gary Larson cartoon celebrates species description, an important and still unfinished aspect of taxonomy. THE FAR SIDE © 1988 FARWORKS, INC. Used by permission. All rights reserved. Universal Press Syndicate DESCRIBING SPECIES For my daughter, Eliza, who has grown up (andput up) with this book Contents List of Illustrations xiii List of Tables xvii Preface xix Part One: Introduction 1 CHAPTER 1. INTRODUCTION 3 Describing the Living World 3 Why Is Species Description Necessary? 4 How New Species Are Described 8 Scope and Organization of This Book 12 The Pleasures of Systematics 14 Sources CHAPTER 2. BIOLOGICAL NOMENCLATURE 19 Humans as Taxonomists 19 Biological Nomenclature 21 Folk Taxonomy 23 Binomial Nomenclature 25 Development of Codes of Nomenclature 26 The Current Codes of Nomenclature 50 Future of the Codes 36 Sources 39 Part Two: Recognizing Species 41 CHAPTER 3. -
AUTOHARPAUTOHARP 1 SHADRACH PRODUCTIONS, Denver, Colorado USA Chords Aplenty
Chords Aplenty CChordshords AAplentyplenty C G C F D B E A A C D G C E F B C B F How to choose GREAT chords to play the music you love on diatonic and chromatic AUTOHARPAUTOHARP 1 SHADRACH PRODUCTIONS, Denver, Colorado USA Chords Aplenty ©2013 Lucille Reilly. All rights reserved. No part of this work may be reproduced mechanically or electronically, or photocopied without prior permission in writing from the publisher, except for brief quotations included in critical reviews. Shadrach Productions supports the purchase, not the unauthorized repro- duction, of visual and audio works generated by all musicians, composers, authors, and artists in order to propagate the arts for years to come. We encourage you, your friends and colleagues to do the same. First printing: September 2013. Published by: Shadrach Productions P.O. Box 7338 Denver, CO 80207-0338 USA www.thedulcimerlady.com Printed with pride in the USA by Frederic Printing, Aurora, Colorado. ISBN: 978-0-9895233-0-1 Library of Congress Control Number: 2013909918 Cover design, page design, typesetting, illustrations, and music typography by Lucille Reilly. Editor: Sarah Christmyer Back cover photo: Ian Serff To place orders, please visit www.thedulcimerlady.com. Companion MIDI files are available The symbol “8” at the beginning of a tune or music example means you can hear it on a MIDI file. All MIDI files may be obtained from www.thedulcimerlady.com. ii Chords Aplenty TABLE OF CONTENTS Introduction ....................................................................................................... -
Chord Names and Symbols (Popular Music) from Wikipedia, the Free Encyclopedia
Chord names and symbols (popular music) From Wikipedia, the free encyclopedia Various kinds of chord names and symbols are used in different contexts, to represent musical chords. In most genres of popular music, including jazz, pop, and rock, a chord name and the corresponding symbol are typically composed of one or more of the following parts: 1. The root note (e.g. C). CΔ7, or major seventh chord 2. The chord quality (e.g. major, maj, or M). on C Play . 3. The number of an interval (e.g. seventh, or 7), or less often its full name or symbol (e.g. major seventh, maj7, or M7). 4. The altered fifth (e.g. sharp five, or ♯5). 5. An additional interval number (e.g. add 13 or add13), in added tone chords. For instance, the name C augmented seventh, and the corresponding symbol Caug7, or C+7, are both composed of parts 1, 2, and 3. Except for the root, these parts do not refer to the notes which form the chord, but to the intervals they form with respect to the root. For instance, Caug7 indicates a chord formed by the notes C-E-G♯-B♭. The three parts of the symbol (C, aug, and 7) refer to the root C, the augmented (fifth) interval from C to G♯, and the (minor) seventh interval from C to B♭. A set of decoding rules is applied to deduce the missing information. Although they are used occasionally in classical music, these names and symbols are "universally used in jazz and popular music",[1] usually inside lead sheets, fake books, and chord charts, to specify the harmony of compositions. -
How to Read Chord Symbols
HOW TO READ CHORD SYMBOLS The letters telling you WHICH CHORD to play – are called – CHORD QUALITIES. Chord qualities refer to the intervals between notes - which define the chord. The main chord qualities are: • Major, and minor. • Augmented, diminished, and half-diminished. • Dominant. Some of the symbols used for chord quality are similar to those used for interval quality: • m, or min for minor, • M, maj, or no symbol for major, • aug for augmented, • dim for diminished. In addition, however, • Δ is sometimes used for major, instead of the standard M, or maj, • − is sometimes used for minor, instead of the standard m or min, • +, or aug, is used for augmented (A is not used), • o, °, dim, is used for diminished (d is not used), • ø, or Ø is used for half diminished, • dom is used for dominant. Chord qualities are sometimes omitted – you will only see C or D (means to play C Major or D Major). When specified, they appear immediately after the root note. For instance, in the symbol Cm7 (C minor seventh chord) C is the root and m is the chord quality. When there are multiple “qualities” after the chord name – the accordionist will play the first “quality” for the left hand chord and “define” the other “qualities” in the right hand. The table shows the application of these generic and specific rules to interpret some of the main chord symbols. The same rules apply for the analysis of chord names. For each symbol, several formatting options are available. Except for the root, all the other parts of the symbols may be either superscripted or subscripted. -
Chord Construction
CHORD CONSTRUCTION While the theory here begins from the beginning, there are many insights which may be useful to even fairly advanced players. Subsequent theory lessons will build upon the theoretical material so even those impatient to learn about complicated chords or reharmonization are advised to not skip this material. The only prerequisite is that you know the names of the notes on your instrument, i.e., you should be able to find a C, C# (Db), D, The keyboard is the easiest instrument to visualize harmony and other music theory on. I recommend that even guitar players get a basic keyboard to help in understanding theory (nowadays you can buy simple ones for next to nothing). It's very rare for a jazz musician, even a drummer, to not have some very basic keyboard skills. The most important first step is to understand major scales. These are the ones we learn to sing as children: Do Re Mi Fa So La Ti Do. These form the basis of western music. C major is the easiest scale to learn since the names of its notes are just letters in the alphabet and there are no sharps or flats. On the keyboard these are just the white notes. C major scale is: C D E F G A B C It is frequently convenient to talk about the notes in a major scale by number. Thus in a C major scale: 1=C, 2=D, 3=E, 4=F, 5=G, 6=A, 7=B. In some instances, which we shall not go into just yet, we can keep counting, even though the notes start to repeat themselves and say 8=C, 9=D, 10=E,11= F, 12=G, 13=A. -
LLOBET S COMPOSITIONS: an ANALYTIC EXAMINATION of SELECTED WORKS by Robert Phillips Abstract the Compositions of Miguel Llobet
LLOBET S COMPOSITIONS: AN ANALYTIC EXAMINATION OF SELECTED WORKS By Robert Phillips Abstract The compositions of Miguel Llobet give a view of the early twentieth century guitar virtuoso as an innovator, whose view of the guitar as a legitimate part of the international classical music scene would be partly dependent on a more sophisticated repertoire. These compositions show a sensitivity to harmonic nuance, texture, and orchestration never before heard on the guitar. Introduction The compositions of Miguel Llobet reveal an evolution of thought and practice from his early, somewhat reactionary, works to his late works that show the influence of the Parisian avant-garde. Analyses of selected works and comparison with works by other composers make clear that Llobet's earliest compositions show a greater sensitivity to harmonic nuance than do those of other guitar composers of the late nineteenth and early twentieth centuries. The broadening of his harmonic vocabulary takes place in his middle-period works, and finally, his late works embrace the expanded harmonies used by his Impressionist contemporaries and the weakening of functional tonality that goes with them. The influence of Chopin's music on Llobet's early works has been noted by a number of the sources cited in this essay. This leads one to the question of Llobet's guitaristic influences. Surely there must have been individuals among the guitar composers of the previous generation whose works were emulated by the youthful Llobet. The figure of Tárrega emerges. Despite previously cited indications that Llobet's private opinion of Tárrega may have differed considerably from his public opinion, one must make a few mitigating observations. -
Progressive Training in Recurrent Neural Networks for Chord Progression Modeling
Progressive Training in Recurrent Neural Networks for Chord Progression Modeling Trung-Kien Vu, Teeradaj Racharak, Satoshi Tojo, Nguyen Ha Thanh and Nguyen Le Minh School of Information Science, Japan Advanced Institute of Science and Technology, Ishikawa, Japan fkienvu, racharak, tojo, nguyenhathanh, [email protected] Keywords: Recurrent Neural Network, Chord Progression Modeling, Sequence Prediction, Knowledge Compilation. Abstract: Recurrent neural networks (RNNs) can be trained to process sequences of tokens as they show impressive results in several sequence prediction. In general, when RNNs are trained, their goals are to maximize the likelihood of each token in the sequence where each token could be represented as a one-hot representation. That is, the model learns for its sequence prediction from true class labels. However, this creates a potential drawback, i.e., the model cannot learn from the mistakes. In this work, we propose a progressive learning strategy that can mitigate the mistakes by using domain knowledge. Our strategy gently changes the training process from using the class labels guiding scheme to the similarity distribution of class labels instead. Our experiments on chord progression modeling show that this training paradigm yields significant improvements. 1 INTRODUCTION tion learning requires a large amount of training data, which may be not easily available. On the other hand, Recurrent neural networks (RNNs) can be used to a learning efficiency can be improved by injecting do- produce sequences of tokens, given input/output main knowledge for guiding the learning process. For pairs. Generally, they are trained to maximize the instance, (Song et al., 2019) injected medical ontolo- likelihood of each target token given the current gies to regularize learnable parameters. -
Mu 3322 Jazz Harmony Ii
MU 3322 JAZZ HARMONY II Chord Progression EDITION A US Army Element, School of Music 1420 Gator Blvd., Norfolk, Virginia 23521-5170 19 Credit Hours Edition Date: June 1996 SUBCOURSE OVERVIEW This subcourse is designed to teach analysis of chord progression. Contained within this subcourse is information on basic chord analysis and notation, jazz harmony terminology, how chords function, the guidelines of progression, chord substitution, chord patterns, and how to analyze chord progressions. Prerequisites for this subcourse are: MU 1300, Scales and Key Signatures, and MU 3320, Chord Symbols. Also read TC 12-42 to obtain information about chord progression. The words "he," "him," "his," and "men," when used in this publication, represent both the masculine and feminine genders unless otherwise stated. TERMINAL LEARNING OBJECTIVE ACTION: You will identify, analyze, and write chord progressions. CONDITION: Given the information in this subcourse. STANDARD: Identify, analyze, and write chord progressions. MU 3322 1 TABLE OF CONTENTS Subcourse Overview A dministrative Instructions Gradi ng and Certification Instructions Lesson 1: Terminology Part A--Definitions Part B--Diatonic Chord Analysis Part C--Non-Diatonic Chord Analysis Practical Exercise Answer Key and Feedback Lesson 2: Chord Function Part A--Tonic Function Chords Part B--Dominant Function Chords Part C--Subdominant Function Chords Practical Exercise Answer Key and Feedback Lesson 3: Guidelines of Progression Part A--Root Movement of Chords Part B--Supertonic to Dominant Progressions Part C--Subdominant Progressions Practical Exercise Answer Key and Feedback Lesson 4: Chord Substitution Part A--Tonic Substitution MU 3322 2 Part B--Dominant Substitution Part C--Subdominant Substitution Practical Exercise Answer Key and Feedback Lesson 5: Chord Patterns and Turnarounds Part A--Chord Patterns Part B--Turnarounds Practical Exercise Answer Key and Feedback Lesson 6: How to Analyze Chord Progressions Practical Exercise Answer Key and Feedback EXAMINATION ADMINISTRATIVE INSTRUCTIONS 1.