A Detailed List and a Periodic Table of Set Classes
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Diatonic-Collection Disruption in the Melodic Material of Alban Berg‟S Op
Michael Schnitzius Diatonic-Collection Disruption in the Melodic Material of Alban Berg‟s Op. 5, no. 2 The pre-serial Expressionist music of the early twentieth century composed by Arnold Schoenberg and his pupils, most notably Alban Berg and Anton Webern, has famously provoked many music-analytical dilemmas that have, themselves, spawned a wide array of new analytical approaches over the last hundred years. Schoenberg‟s own published contributions to the analytical understanding of this cryptic musical style are often vague, at best, and tend to describe musical effects without clearly explaining the means used to create them. His concept of “the emancipation of the dissonance” has become a well known musical idea, and, as Schoenberg describes the pre-serial music of his school, “a style based on [the premise of „the emancipation of the dissonance‟] treats dissonances like consonances and renounces a tonal center.”1 The free treatment of dissonance and the renunciation of a tonal center are musical effects that are simple to observe in the pre-serial music of Schoenberg, Berg, and Webern, and yet the specific means employed in this repertoire for avoiding the establishment of a perceived tonal center are difficult to describe. Both Allen Forte‟s “Pitch-Class Set Theory” and the more recent approach of Joseph Straus‟s “Atonal Voice Leading” provide excellently specific means of describing the relationships of segmented musical ideas with one another. However, the question remains: why are these segmented ideas the types of musical ideas that the composer wanted to use, and what role do they play in renouncing a tonal center? Furthermore, how does the renunciation of a tonal center contribute to the positive construction of the musical language, if at all? 1 Arnold Schoenberg, “Composition with Twelve Tones” (delivered as a lecture at the University of California at Las Angeles, March 26, 1941), in Style and Idea, ed. -
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. -
James M. Baker, David W. Beach, and Jonathan Ber- Nard, Eds. Music
James M. Baker, David W. Beach, and Jonathan Ber nard, eds. Music Theory in Concept and Practice. Uni versity of Rochester Press, 1997.529 pp. Reviewed by Marilyn Nonken Music Theory In Concept and Practice is a seventieth-birthday tribute to Allen Forte, a theorist of unprecedented influence. Its editors claim that "in the modern rise of music theory . no single individual has been more central" (6). If this is an exaggeration, it is only a slight one. In addition to authoring landmark works (including Tonal Theory in Concept and Practice and The Structure of Atonal Music), Forte has also been an active and motivating presence in the field: as the editor who ushered the Jour nal of Music Theory through its transition from a fledgling publication to one of prominence; as a catalyst behind the foundation of the Society for Music Theory; and as a guiding force whose efforts resulted in the estab lishment of the doctoral program in music theory at Yale, the first of its kind at a major American institution. As depicted by Jonathan Bernard in the first of nineteen essays in this collection, Forte stands as heir to a tradition of musical inquiry that extends to the earliest decades of the century. With contributions by scholars on a wide variety of topics, this volume cannily evidences the transforming effect of one scholar's work on the discipline. Music Theory in Concept and Practice is divided into two broad categories ("Historical and Theoretical Essays" and "Analytical Studies"), then fur ther divided into four subsections. The essays are categorized according to their musicological orientfltion ("Historical Perspectives" and "Theoretical Perspectives"), and the analyses to the repertoire they treat ("The Tonal Repertoire" and "Twentieth-Century Music"). -
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. -
Pitch-Class Set Theory: an Overture
Chapter One Pitch-Class Set Theory: An Overture A Tale of Two Continents In the late afternoon of October 24, 1999, about one hundred people were gathered in a large rehearsal room of the Rotterdam Conservatory. They were listening to a discussion between representatives of nine European countries about the teaching of music theory and music analysis. It was the third day of the Fourth European Music Analysis Conference.1 Most participants in the conference (which included a number of music theorists from Canada and the United States) had been looking forward to this session: meetings about the various analytical traditions and pedagogical practices in Europe were rare, and a broad survey of teaching methods was lacking. Most felt a need for information from beyond their country’s borders. This need was reinforced by the mobility of music students and the resulting hodgepodge of nationalities at renowned conservatories and music schools. Moreover, the European systems of higher education were on the threshold of a harmoni- zation operation. Earlier that year, on June 19, the governments of 29 coun- tries had ratifi ed the “Bologna Declaration,” a document that envisaged a unifi ed European area for higher education. Its enforcement added to the urgency of the meeting in Rotterdam. However, this meeting would not be remembered for the unusually broad rep- resentation of nationalities or for its political timeliness. What would be remem- bered was an incident which took place shortly after the audience had been invited to join in the discussion. Somebody had raised a question about classroom analysis of twentieth-century music, a recurring topic among music theory teach- ers: whereas the music of the eighteenth and nineteenth centuries lent itself to general analytical methodologies, the extremely diverse repertoire of the twen- tieth century seemed only to invite ad hoc approaches; how could the analysis of 1. -
Music in the 20Th Century Serialism Background Information to Five Orchestral Pieces
AOS 2: Music in the 20th Century Serialism Background Information to Five Orchestral Pieces Five Orchestral Pieces 1909 by Arnold Schoenberg is a set of atonal pieces for full orchestra. Each piece lasts between one to five minutes and they are not connected to one another by the use of any musical material. Richard Strauss requested that Schoenberg send him some short orchestral pieces with the possibility of them gaining some attention from important musical figures. Schoenberg hadn’t written any orchestral pieces since 1903 as he had been experimenting with and developing his ideas of atonality in small scale works. He had had a series of disappointments as some of his works for both chamber orchestra and larger ensembles had been dismissed by important musical figures as they did not understand his music. As a result of this Schoenberg withdrew further into the small group of like minded composers e.g. The Second Viennese School. Schoenberg uses pitches and harmonies for effect not because they are related to one another. He is very concerned with the combinations of different instrumental timbres rather than melody and harmony as we understand and use it. Schoenberg enjoyed concealing things in his music; he believed that the intelligent and attentive listener would be able to decipher the deeper meanings. Schoenberg believed that music could express so much more than words and that words detract from the music. As a result of this belief titles for the Five Orchestral Pieces did not appear on the scores until 13 years after they had been composed. -
The Generalised Hexachord Theorem
THEOREM OF THE DAY The Generalised Hexachord Theorem Suppose that S is a subset of the set of pitch classes comprising Zn, n even, with |S | = s; then the interval class vectors of S and its complement Zn \ S differ component- wise by |n − 2s|, except for the last component, for which the difference is |n/2 − s|. The interval class vector of S is the vector of length n/2 whose i-th component is the number of pairs a, b ∈ S , a < b, for which min(b − a, n − b + a) = i. For Z12, the integers modulo 12, this is illustrated above, using the opening bars of Chopin’s op. 10, no. 5, for i = 5 (the upper, red, curves in bars 2–3) and i = 2 (the lower, green, curves). The word ‘class’ is used to indicate that no distinction is made between the interval from, say, B♭ down to E♭ (the first red curve) or from B♭ up to E♭; both intervals have value 5 = min(10 − 3, 12 − 10 + 3). The complete interval class vectors have been calculated here using David Walters’ PC Set Calculator, which is attached to Gary Tucker’s excel- lent Introduction to Pitch Class Analysis. The right-hand part of Chopin’s ´etude uses only the five black-key notes of the piano, the complement of this set being all the white keys. The Generalised Hexachord Theorem then tells us that components 1–5 of the corresponding interval classes differ uniformly by 12 − 2 × 5 = 2. The original Hexachord Theorem, due to the composer Milton Babbitt and theorist David Lewin in the 1950s, applies to subsets of exactly six notes out of the twelve note scale, the interval class vectors of this ‘hexachord’ or ‘hexad’ and its complement then being identical. -
Hexatonic Cycles
CHAPTER Two H e x a t o n i c C y c l e s Chapter 1 proposed that triads could be related by voice leading, independently of roots, diatonic collections, and other central premises of classical theory. Th is chapter pursues that proposal, considering two triads to be closely related if they share two common tones and their remaining tones are separated by semitone. Motion between them thus involves a single unit of work. Positioning each triad beside its closest relations produces a preliminary map of the triadic universe. Th e map serves some analytical purposes, which are explored in this chapter. Because it is not fully connected, it will be supplemented with other relations developed in chapters 4 and 5. Th e simplicity of the model is a pedagogical advantage, as it presents a circum- scribed environment in which to develop some central concepts, terms, and modes of representation that are used throughout the book. Th e model highlights the central role of what is traditionally called the chromatic major-third relation, although that relation is theorized here without reference to harmonic roots. It draws attention to the contrary-motion property that is inherent in and exclusive to triadic pairs in that relation. Th at property, I argue, underlies the association of chromatic major-third relations with supernatural phenomena and altered states of consciousness in the early nineteenth century. Finally, the model is suffi cient to provide preliminary support for the central theoretical claim of this study: that the capacity for minimal voice leading between chords of a single type is a special property of consonant triads, resulting from their status as minimal perturbations of perfectly even augmented triads. -
To Allen Forte from His Former Advisees: Tributes and Reminiscences
Gamut: Online Journal of the Music Theory Society of the Mid-Atlantic Volume 6 Issue 2 Article 9 December 2013 To Allen Forte from His Former Advisees: Tributes and Reminiscences David Carson Berry University of Cincinnati, College-Conservatory of Music Follow this and additional works at: https://trace.tennessee.edu/gamut Recommended Citation Berry, David Carson (2013) "To Allen Forte from His Former Advisees: Tributes and Reminiscences," Gamut: Online Journal of the Music Theory Society of the Mid-Atlantic: Vol. 6 : Iss. 2 , Article 9. Available at: https://trace.tennessee.edu/gamut/vol6/iss2/9 This A Music-Theoretical Matrix: Essays in Honor of Allen Forte (Part V), edited by David Carson Berry is brought to you for free and open access by Volunteer, Open Access, Library Journals (VOL Journals), published in partnership with The University of Tennessee (UT) University Libraries. This article has been accepted for inclusion in Gamut: Online Journal of the Music Theory Society of the Mid-Atlantic by an authorized editor. For more information, please visit https://trace.tennessee.edu/gamut. TO ALLEN FORTE FROM HIS FORMER ADVISEES: TRIBUTES AND REMINISCENCES Festschriften have often included a tabula gratulatoria, that is, a listing of names of colleagues, former students, and friends who are sending compliments and felicitations to the honoree. Less often, the gratulationes have transcended the tabula to become full-fledged trib- utes and reminiscences. Perhaps the latter are not as common because Festschriften (of the particular kind that circulates in academe) are viewed as repositories of scholarship and not personal reflections—that is, a place for contributions to the broader field and not remembrances pertinent to the few. -
MTO 15.1: Lind, an Interactive Trichord Space
Volume 15, Number 1, March 2009 Copyright © 2009 Society for Music Theory Stephanie Lind NOTE: The examples for the (text-only) PDF version of this item are available online at: http://www.mtosmt.org/issues/mto.09.15.1/mto.09.15.1.lind.php KEYWORDS: Pépin, transformational theory, motivic repetition and development, transformational theory, Québécois composers, Canada ABSTRACT: Clermont Pépin’s Toccate no. 3, a work for piano composed in 1961, features extensive repetition and sequencing through the development of smaller atonal intervallic motives. Measures 18–23, in particular, manifest several elements that return repeatedly in the course of the work, and consequently a space defined by the objects and transformations characteristic of this passage can provide a framework for interpreting transformational relations throughout the piece. This paper provides such a space, in an interactive format that allows the reader to explore grouping structure within the passage. The space is then expanded to accommodate later passages involving similar motivic material. Received November 2008 Introduction [1.1] Clermont Pépin (1926–2006), a prolific and influential twentieth-century Canadian composer, incorporates elements from serialism, jazz, and neo-classicism, but like many Québécois composers of his generation also employs the repetition and development of smaller atonal intervallic motives. By interpreting these intervallic motives transformationally (that is, understanding them as a series of transformations rather than as a grouping of pitch classes), motivic repetition can be depicted as a series of moves through a space. The structure of the space, its objects and transformations, and the path through the space all express characteristic elements of the associated musical passage. -
Set Theory: a Gentle Introduction Dr
Mu2108 Set Theory: A Gentle Introduction Dr. Clark Ross Consider (and play) the opening to Schoenberg’s Three Piano Pieces, Op. 11, no. 1 (1909): If we wish to understand how it is organized, we could begin by looking at the melody, which seems to naturally break into two three-note cells: , and . We can see right away that the two cells are similar in contour, but not identical; the first descends m3rd - m2nd, but the second descends M3rd - m2nd. We can use the same method to compare the chords that accompany the melody. They too are similar (both span a M7th in the L. H.), but not exactly the same (the “alto” (lower voice in the R. H.) only moves up a diminished 3rd (=M2nd enh.) from B to Db, while the L. H. moves up a M3rd). Let’s use a different method of analysis to examine the same excerpt, called SET THEORY. WHAT? • SET THEORY is a method of musical analysis in which PITCH CLASSES are represented by numbers, and any grouping of these pitch classes is called a SET. • A PITCH CLASS (pc) is the class (or set) of pitches with the same letter (or solfège) name that are octave duplications of one another. “Middle C” is a pitch, but “C” is a pitch class that includes middle C, and all other octave duplications of C. WHY? Atonal music is often organized in pitch groups that form cells (both horizontal and vertical), many of which relate to one another. Set Theory provides a shorthand method to label these cells, just like Roman numerals and inversion figures do (i.e., ii 6 ) in tonal music. -
O'gallagher-Buch 02.Indb
5 TABLE OF CONTENTS Play-Along CD Track Listings .................................................. 7 Introduction................................................................ 8 Acknowledgements........................................................... 9 1. Twelve-Tone Music ...................................................... 10 2. The Trichord ........................................................... 13 3. Analysis of Trichord Types ................................................ 15 4. Considerations in Trichordal Improvising .................................... 18 5. The Twelve Basic Rows ................................................... 24 Non-Symmetric Trichords .................................................... 26 6. Trichord 1+2 .......................................................... 27 7. Trichord 1+2 and 2+1 Combinations from the Row ............................. 37 8. Diatonic Applications of Trichord 1+2 ....................................... 40 9. Row 1+2 .............................................................. 50 10. 1+2 Related Rows ...................................................... 71 11. Trichord 1+3 .......................................................... 75 12. Trichord 1+3 and 3+1 Combinations from the Row ............................ 79 13. Diatonic applications of Trichord 1+3....................................... 83 14. Row 1+3 ............................................................. 94 15. Trichord 1+4 .......................................................... 97 16. Trichord 1+4