Ostinatos and Acid Riffs CAN YOU FEEL
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GENERAL MUSIC Grade 3
GENERAL MUSIC Grade 3 Course Overview: Grade 3 students will engage in a wide variety of music activities, including singing, playing instruments, and dancing. Music notation is addressed through reading rhythm subdivisions to sixteenth notes, multiple beat notations, and reading five note melodic notations on a five line staff. They also continue building the foundation of musical vocabulary. NOTE: Throughout this document, learning target types are identified as knowledge (“K”), reasoning (“R”), skill (“S”), or product (“P”). NATIONAL STANDARD 1: Students sing, alone and with others, a varied repertoire of music. Benchmark 1: Students sing independently, on pitch and in rhythm, with appropriate timbre, diction, and posture, and maintain a steady tempo. Learning Targets (Type): 1) I can label a melody that moves by step, skip, or repeat when I listen to a so n g or sing a song. (R) 2) I can identify steps, skips, and repeats when I see them on a treble staff. (K) 3) I can play the steady beat with body percussion or on an instrument when I sing a song. (S) 4) I can play the melodic rhythm of the song using body percussion or unpitched percussion instruments. (S) Benchmark 2: Students sing expressively, with appropriate dynamics, phrasing, and interpretation. Learning Targets (Type): 1) I can make and perform a dynamic plan for a song using p, mp, mf, and f. (S) 2) I can count the number of phrases in a song. (K) Benchmark 3: Students sing from memory a varied repertoire of songs representing genres and styles from diverse cultures. Learning Targets (Type): 1) I can sing holiday music from around the world in December. -
The Care and Feeding of the WHOLE MUSICAL YOU! Created by the Students and Instructors of the New Trier Jazz Ensembles Program
The Care and Feeding of the WHOLE MUSICAL YOU! Created by the students and instructors of the New Trier Jazz Ensembles Program The many domains of the whole musical you… TECHNICIAN LITERATE JAZZ MUSICIAN COMPOSER/ARRANGER IMPROVISER LISTENER CRITIC HISTORIAN PERFORMER Tools/resources needed to develop the whole musical you… desire goals time space guidance enjoyment DEVELOPING AS A TECHNICIAN Practice with a metronome Track your progress – make your assessment quantitative (numbers) Take small, measured steps Record yourself, and be critical (also be positive) Use SmartMusic as a scale-practicing companion Go bonkers with scales Be creative with scales (play scales in intervals, play scales through the entire range of your instrument, play scales starting on notes other than the tonic, remember that every scale also represents a chord for each note in that scale, find new patterns in your scales Challenge yourself – push your boundaries Use etudes and solo transcriptions to push yourself Use a metronome!!! DEVELOPING AS A LITERATE JAZZ MUSICIAN Practice sight-reading during every session Learn tunes (from the definitive recorded version when possible) Learn vocabulary Learn chords on the piano DEVELOPING AS A COMPOSER/ARRANGER Compose a melody Compose a chord progression Compose a melody on an established chord progression (called a contrafact) Re-harmonize an established melody Write an arrangement of an established melody DEVELOPING AS AN IMPROVISER Transcribe a solo Compose a solo for a tune you’re -
Harmony Crib Sheets
Jazz Harmony Primer General stuff There are two main types of harmony found in modern Western music: 1) Modal 2) Functional Modal harmony generally involves a static drone, riff or chord over which you have melodies with notes chosen from various scales. It’s common in rock, modern jazz and electronic dance music. It predates functional harmony, too. In some types of modal music – for example in jazz - you get different modes/chord scale sounds over the course of a piece. Chords and melodies can be drawn from these scales. This kind of harmony is suited to the guitar due to its open strings and retuning possibilities. We see the guitar take over as a songwriting instrument at about the same time as the modes become popular in pop music. Loop based music also encourages this kind of harmony. It has become very common in all areas of music since the late 20th century under the influence of rock and folk music, composers like Steve Reich, modal jazz pioneered by Miles Davis and John Coltrane, and influences from India, the Middle East and pre-classical Western music. Functional harmony is a development of the kind of harmony used by Bach and Mozart. Jazz up to around 1960 was primarily based on this kind of harmony, and jazz improvisation was concerned with the improvising over songs written by the classically trained songwriters and film composers of the era. These composers all played the piano, so in a sense functional harmony is piano harmony. It’s not really guitar shaped. When I talk about functional harmony I’ll mostly be talking about ways we can improvise and compose on pre-existing jazz standards rather than making up new progressions. -
John Corigliano's Fantasia on an Ostinato, Miguel Del Aguila's Conga for Piano, and William Bolcom's Nine New Bagatelles
Graduate Theses, Dissertations, and Problem Reports 2016 Pedagogical and Performance Aspects of Three American Compositions for Solo Piano: John Corigliano's Fantasia on an Ostinato, Miguel del Aguila's Conga for Piano, and William Bolcom's Nine New Bagatelles Tse Wei Chai Follow this and additional works at: https://researchrepository.wvu.edu/etd Recommended Citation Chai, Tse Wei, "Pedagogical and Performance Aspects of Three American Compositions for Solo Piano: John Corigliano's Fantasia on an Ostinato, Miguel del Aguila's Conga for Piano, and William Bolcom's Nine New Bagatelles" (2016). Graduate Theses, Dissertations, and Problem Reports. 5331. https://researchrepository.wvu.edu/etd/5331 This Dissertation is protected by copyright and/or related rights. It has been brought to you by the The Research Repository @ WVU with permission from the rights-holder(s). You are free to use this Dissertation in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you must obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This Dissertation has been accepted for inclusion in WVU Graduate Theses, Dissertations, and Problem Reports collection by an authorized administrator of The Research Repository @ WVU. For more information, please contact [email protected]. Pedagogical and Performance Aspects of Three American Compositions for Solo Piano: John Corigliano’s Fantasia on an Ostinato, Miguel del Aguila’s Conga for Piano, and William Bolcom’s Nine New Bagatelles Tse Wei Chai A Doctoral Research Project submitted to The College of Creative Arts at West Virginia University in partial fulfillment of the requirements for the degree of Doctor of Musical Arts in Piano Performance James Miltenberger, D.M.A., Committee Chair & Research Advisor Peter Amstutz, D.M.A. -
Second Bassoon: Specialist, Support, Teamwork Dick Hanemaayer Amsterdam, Holland (!E Following Article first Appeared in the Dutch Magazine “De Fagot”
THE DOUBLE REED 103 Second Bassoon: Specialist, Support, Teamwork Dick Hanemaayer Amsterdam, Holland (!e following article first appeared in the Dutch magazine “De Fagot”. It is reprinted here with permission in an English translation by James Aylward. Ed.) t used to be that orchestras, when they appointed a new second bassoon, would not take the best player, but a lesser one on instruction from the !rst bassoonist: the prima donna. "e !rst bassoonist would then blame the second for everything that went wrong. It was also not uncommon that the !rst bassoonist, when Ihe made a mistake, to shake an accusatory !nger at his colleague in clear view of the conductor. Nowadays it is clear that the second bassoon is not someone who is not good enough to play !rst, but a specialist in his own right. Jos de Lange and Ronald Karten, respectively second and !rst bassoonist from the Royal Concertgebouw Orchestra explain.) BASS VOICE Jos de Lange: What makes the second bassoon more interesting over the other woodwinds is that the bassoon is the bass. In the orchestra there are usually four voices: soprano, alto, tenor and bass. All the high winds are either soprano or alto, almost never tenor. !e "rst bassoon is o#en the tenor or the alto, and the second is the bass. !e bassoons are the tenor and bass of the woodwinds. !e second bassoon is the only bass and performs an important and rewarding function. One of the tasks of the second bassoon is to control the pitch, in other words to decide how high a chord is to be played. -
Chapter 12 Answer Key.Indd
Chapter 12 Answer Key Applications Exercises 1. Spell and resolve dominant seventh chords in root position. Chord voic- ings should be either complete (C) or incomplete (IN), as indicated below the Roman numerals. © 2019 Taylor & Francis 2 Chapter 12 Answer Key 2. Spell and resolve inverted dominant seventh chords. All chords should be complete. Add any necessary inversion symbol to the tonic chord. 3. Spell and resolve leading-tone seventh chords in root position and inversion. Add any necessary inversion symbol to the tonic chord. © 2019 Taylor & Francis Chapter 12 Answer Key 3 4. Complete the following chord progression in four voices. Provide a syntactic analysis below the Roman numerals. The syntactic analysis is shown below the Roman numerals. The voicing of chords and voice leading between chords is variable. Brain Teaser What triad is shared by V7 and viiØ7? How do these two seventh chords differ in terms of their scale-degree contents? Answer: V7 and viiØ7 share the leading-tone triad (viiO). The two chords differ by 5ˆ (the root of V7) and 6ˆ (the seventh of viiØ7). 5ˆ and 6ˆ are a whole step apart (a half step in minor, where 6ˆ is the seventh of viiO7). Thinking Critically An incomplete triad or seventh chord is missing its fifth. Compared with other chord members (root, third, and seventh), why is it possible to omit the fifth (i.e., why is this particular chord member nonessential)? Discussion The root of a chord is necessary to identify the chord and its function, the third determines the quality of the chord (major or minor), and the seventh must be present for a chord to be an actual seventh chord (rather than a triad). -
The Meshuggah Quartet
The Meshuggah Quartet Applying Meshuggah's composition techniques to a quartet. Charley Rose jazz saxophone, MA Conservatorium van Amsterdam, 2013 Advisor: Derek Johnson Research coordinator: Walter van de Leur NON-PLAGIARISM STATEMENT I declare 1. that I understand that plagiarism refers to representing somebody else’s words or ideas as one’s own; 2. that apart from properly referenced quotations, the enclosed text and transcriptions are fully my own work and contain no plagiarism; 3. that I have used no other sources or resources than those clearly referenced in my text; 4. that I have not submitted my text previously for any other degree or course. Name: Rose Charley Place: Amsterdam Date: 25/02/2013 Signature: Acknowledgment I would like to thank Derek Johnson for his enriching lessons and all the incredibly precise material he provided to help this project forward. I would like to thank Matis Cudars, Pat Cleaver and Andris Buikis for their talent, their patience and enthusiasm throughout the elaboration of the quartet. Of course I would like to thank the family and particularly my mother and the group of the “Four” for their support. And last but not least, Iwould like to thank Walter van de Leur and the Conservatorium van Amsterdam for accepting this project as a master research and Open Office, open source productivity software suite available on line at http://www.openoffice.org/, with which has been conceived this research. Introduction . 1 1 Objectives and methodology . .2 2 Analysis of the transcriptions . .3 2.1 Complete analysis of Stengah . .3 2.1.1 Riffs . -
EDM (Dance Music): Disco, Techno, House, Raves… ANTHRO 106 2018
EDM (Dance Music): Disco, Techno, House, Raves… ANTHRO 106 2018 Rebellion, genre, drugs, freedom, unity, sex, technology, place, community …………………. Disco • Disco marked the dawn of dance-based popular music. • Growing out of the increasingly groove-oriented sound of early '70s and funk, disco emphasized the beat above anything else, even the singer and the song. • Disco was named after discotheques, clubs that played nothing but music for dancing. • Most of the discotheques were gay clubs in New York • The seventies witnessed the flowering of gay clubbing, especially in New York. For the gay community in this decade, clubbing became 'a religion, a release, a way of life'. The camp, glam impulses behind the upsurge in gay clubbing influenced the image of disco in the mid-Seventies so much that it was often perceived as the preserve of three constituencies - blacks, gays and working-class women - all of whom were even less well represented in the upper echelons of rock criticism than they were in society at large. • Before the word disco existed, the phrase discotheque records was used to denote music played in New York private rent or after hours parties like the Loft and Better Days. The records played there were a mixture of funk, soul and European imports. These "proto disco" records are the same kind of records that were played by Kool Herc on the early hip hop scene. - STARS and CLUBS • Larry Levan was the first DJ-star and stands at the crossroads of disco, house and garage. He was the legendary DJ who for more than 10 years held court at the New York night club Paradise Garage. -
Many of Us Are Familiar with Popular Major Chord Progressions Like I–IV–V–I
Many of us are familiar with popular major chord progressions like I–IV–V–I. Now it’s time to delve into the exciting world of minor chords. Minor scales give flavor and emotion to a song, adding a level of musical depth that can make a mediocre song moving and distinct from others. Because so many of our favorite songs are in major keys, those that are in minor keys1 can stand out, and some musical styles like rock or jazz thrive on complex minor scales and harmonic wizardry. Minor chord progressions generally contain richer harmonic possibilities than the typical major progressions. Minor key songs frequently modulate to major and back to minor. Sometimes the same chord can appear as major and minor in the very same song! But this heady harmonic mix is nothing to be afraid of. By the end of this article, you’ll not only understand how minor chords are made, but you’ll know some common minor chord progressions, how to write them, and how to use them in your own music. With enough listening practice, you’ll be able to recognize minor chord progressions in songs almost instantly! Table of Contents: 1. A Tale of Two Tonalities 2. Major or Minor? 3. Chords in Minor Scales 4. The Top 3 Chords in Minor Progressions 5. Exercises in Minor 6. Writing Your Own Minor Chord Progressions 7. Your Minor Journey 1 https://www.musical-u.com/learn/the-ultimate-guide-to-minor-keys A Tale of Two Tonalities Western music is dominated by two tonalities: major and minor. -
Part One G Cadd9 Chord Fingerings
The Four Chord Secret to Playing Lots of Songs www.guitarlessonsforbeginnersonline.net Chord Fingerings: Part One G Cadd9 Chord Fingerings: Part Two D Em (E minor) © Guitar Mastery Solutions, Inc. Playing Chord Progressions A chord progression is a series of chords played one after the other. Most songs consist of several different chord progressions. Learning to play the chord progressions in this lesson will help you learn to play many different songs. Mastering the chord fingerings and chord progressions in this lesson will help you quickly learn to play many different songs in different styles of music. These fundamental chords are crucial to your development and improvement as a guitar player—learn them well and learn to change between them. You will use them for the rest of your guitar playing career! Chord Progression One Chords Used: D Cadd9 G Play four strums on each chord and change to the next: |D / / / |Cadd9 / / / |G / / / | (repeat) This chord progression is similar to the one used in the song “Can’t You See?” by the Marshall Tucker Band. Chord Progression Two Chords Used: D Cadd9 G This progression uses the same chords as the first one. The difference is that we will pick some of the notes in the first two chords and end with a strum on the final G chord. Key point to remember: Even though the pick hand is playing some single notes, your fret hand only needs to play the chord shapes, just like in Progression One. D Cadd9 G This chord progression and picking pattern is similar to the one used in the song “Sweet Home Alabama” by Lynyrd Skynyrd. -
Discourse on Disco
Chapter 1: Introduction to the cultural context of electronic dance music The rhythmic structures of dance music arise primarily from the genre’s focus on moving dancers, but they reveal other influences as well. The poumtchak pattern has strong associations with both disco music and various genres of electronic dance music, and these associations affect the pattern’s presence in popular music in general. Its status and musical role there has varied according to the reputation of these genres. In the following introduction I will not present a complete history of related contributors, places, or events but rather examine those developments that shaped prevailing opinions and fields of tension within electronic dance music culture in particular. This culture in turn affects the choices that must be made in dance music production, for example involving the poumtchak pattern. My historical overview extends from the 1970s to the 1990s and covers predominantly the disco era, the Chicago house scene, the acid house/rave era, and the post-rave club-oriented house scene in England.5 The disco era of the 1970s DISCOURSE ON DISCO The image of John Travolta in his disco suit from the 1977 motion picture Saturday Night Fever has become an icon of the disco era and its popularity. Like Blackboard Jungle and Rock Around the Clock two decades earlier, this movie was an important vehicle for the distribution of a new dance music culture to America and the entire Western world, and the impact of its construction of disco was gigantic.6 It became a model for local disco cultures around the world and comprised the core of a common understanding of disco in mainstream popular music culture. -
The Development of Duke Ellington's Compositional Style: a Comparative Analysis of Three Selected Works
University of Kentucky UKnowledge University of Kentucky Master's Theses Graduate School 2001 THE DEVELOPMENT OF DUKE ELLINGTON'S COMPOSITIONAL STYLE: A COMPARATIVE ANALYSIS OF THREE SELECTED WORKS Eric S. Strother University of Kentucky, [email protected] Right click to open a feedback form in a new tab to let us know how this document benefits ou.y Recommended Citation Strother, Eric S., "THE DEVELOPMENT OF DUKE ELLINGTON'S COMPOSITIONAL STYLE: A COMPARATIVE ANALYSIS OF THREE SELECTED WORKS" (2001). University of Kentucky Master's Theses. 381. https://uknowledge.uky.edu/gradschool_theses/381 This Thesis is brought to you for free and open access by the Graduate School at UKnowledge. It has been accepted for inclusion in University of Kentucky Master's Theses by an authorized administrator of UKnowledge. For more information, please contact [email protected]. ABSTRACT OF THESIS THE DEVELOPMENT OF DUKE ELLINGTON’S COMPOSITIONAL STYLE: A COMPARATIVE ANALYSIS OF THREE SELECTED WORKS Edward Kennedy “Duke” Ellington’s compositions are significant to the study of jazz and American music in general. This study examines his compositional style through a comparative analysis of three works from each of his main stylistic periods. The analyses focus on form, instrumentation, texture and harmony, melody, tonality, and rhythm. Each piece is examined on its own and their significant features are compared. Eric S. Strother May 1, 2001 THE DEVELOPMENT OF DUKE ELLINGTON’S COMPOSITIONAL STYLE: A COMPARATIVE ANALYSIS OF THREE SELECTED WORKS By Eric Scott Strother Richard Domek Director of Thesis Kate Covington Director of Graduate Studies May 1, 2001 RULES FOR THE USE OF THESES Unpublished theses submitted for the Master’s degree and deposited in the University of Kentucky Library are as a rule open for inspection, but are to be used only with due regard to the rights of the authors.