Glossary of Musical Terms
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Riemann's Functional Framework for Extended Jazz Harmony James
Riemann’s Functional Framework for Extended Jazz Harmony James McGowan The I or tonic chord is the only chord which gives the feeling of complete rest or relaxation. Since the I chord acts as the point of rest there is generated in the other chords a feeling of tension or restlessness. The other chords therefore must 1 eventually return to the tonic chord if a feeling of relaxation is desired. Invoking several musical metaphors, Ricigliano’s comment could apply equally well to the tension and release of any tonal music, not only jazz. Indeed, such metaphors serve as essential points of departure for some extended treatises in music theory.2 Andrew Jaffe further associates “tonic,” “stability,” and “consonance,” when he states: “Two terms used to refer to the extremes of harmonic stability and instability within an individual chord or a chord progression are dissonance and consonance.”3 One should acknowledge, however, that to the non-jazz reader, reference to “tonic chord” implicitly means triad. This is not the case for Ricigliano, Jaffe, or numerous other writers of pedagogical jazz theory.4 Rather, in complete indifference to, ignorance of, or reaction against the common-practice principle that only triads or 1 Ricigliano 1967, 21. 2 A prime example, Berry applies the metaphor of “motion” to explore “Formal processes and element-actions of growth and decline” within different musical domains, in diverse stylistic contexts. Berry 1976, 6 (also see 111–2). An important precedent for Berry’s work in the metaphoric dynamism of harmony and other parameters is found in the writings of Kurth – particularly in his conceptions of “sensuous” and “energetic” harmony. -
Medicine Health
Medicine Health RHODEI SLAND VOL. 85 NO. 1 JANUARY 2002 Cancer Update A CME Issue UNDER THE JOINT VOLUME 85, NO. 1 JANUARY, 2002 EDITORIAL SPONSORSHIP OF: Medicine Health Brown University School of Medicine Donald Marsh, MD, Dean of Medicine HODE SLAND & Biological Sciences R I Rhode Island Department of Health PUBLICATION OF THE RHODE ISLAND MEDICAL SOCIETY Patricia Nolan, MD, MPH, Director Rhode Island Quality Partners Edward Westrick, MD, PhD, Chief Medical Officer Rhode Island Chapter, American College of COMMENTARIES Physicians-American Society of Internal Medicine Fred J. Schiffman, MD, FACP, Governor 2 Demented Politicians Rhode Island Medical Society Joseph H. Friedman, MD Yul D. Ejnes, MD, President 3 Some Comments On a Possible Ancestor EDITORIAL STAFF Stanley M. Aronson, MD, MPH Joseph H. Friedman, MD Editor-in-Chief Joan M. Retsinas, PhD CONTRIBUTIONS Managing Editor CANCER UPDATE: A CME ISSUE Hugo Taussig, MD Guest Editor: Paul Calabresi, MD, MACP Betty E. Aronson, MD Book Review Editors 4 Cancer in the New Millennium Stanley M. Aronson, MD, MPH Paul Calabresi, MD, MACP Editor Emeritus 7 Update in Non-Small Cell Lung Cancer EDITORIAL BOARD Betty E. Aronson, MD Todd Moore, MD, and Neal Ready, MD, PhD Stanley M. Aronson, MD 10 Breast Cancer Update Edward M. Beiser, PhD, JD Mary Anne Fenton, MD Jay S. Buechner, PhD John J. Cronan, MD 14 Screening for Colorectal Cancer in Rhode Island James P. Crowley, MD Arvin S. Glicksman, MD John P. Fulton, PhD Peter A. Hollmann, MD 17 Childhood Cancer: Past Successes, Future Directions Anthony Mega, MD William S. Ferguson, MD, and Edwin N. -
RCM Clarinet Syllabus / 2014 Edition
FHMPRT396_Clarinet_Syllabi_RCM Strings Syllabi 14-05-22 2:23 PM Page 3 Cla rinet SYLLABUS EDITION Message from the President The Royal Conservatory of Music was founded in 1886 with the idea that a single institution could bind the people of a nation together with the common thread of shared musical experience. More than a century later, we continue to build and expand on this vision. Today, The Royal Conservatory is recognized in communities across North America for outstanding service to students, teachers, and parents, as well as strict adherence to high academic standards through a variety of activities—teaching, examining, publishing, research, and community outreach. Our students and teachers benefit from a curriculum based on more than 125 years of commitment to the highest pedagogical objectives. The strength of the curriculum is reinforced by the distinguished College of Examiners—a group of fine musicians and teachers who have been carefully selected from across Canada, the United States, and abroad for their demonstrated skill and professionalism. A rigorous examiner apprenticeship program, combined with regular evaluation procedures, ensures consistency and an examination experience of the highest quality for candidates. As you pursue your studies or teach others, you become not only an important partner with The Royal Conservatory in the development of creativity, discipline, and goal- setting, but also an active participant, experiencing the transcendent qualities of music itself. In a society where our day-to-day lives can become rote and routine, the human need to find self-fulfillment and to engage in creative activity has never been more necessary. The Royal Conservatory will continue to be an active partner and supporter in your musical journey of self-expression and self-discovery. -
Enovation 8: Chord Shapes, Shifts, and Progression NOTE: Video and Audio Files Are Found in the Media Playlist at the Bottom of Each Lesson Page
P a g e | 1 eNovation 8: Chord Shapes, Shifts, and Progression NOTE: Video and audio files are found in the media playlist at the bottom of each lesson page. eNovation 8 Overview Summary: In eNovation 8 the focus is on recognition and secure performance of commonly found chord shapes and facility in moving between these different shapes Goals on the keyboard. The theoretical understanding of primary chords is emphasized so that students can quickly play chords, harmonize melodies, and realize lead sheets. Key Elements: • Technique: Chord Shapes: 5/3, 6/3, 6/4, 6/5 • Technique: Chordal Shifts and Progressions I, IV6/4, V6/3 and I, IV6/4, V6/5 • Reading: Chords and Inversions • Rhythm: Sixteenth Notes in Compound Meters • Theory: Inversions / Slash Chord Notation • Cadences: I – V7 • Styles: Broken Chord, Alberti Bass, Waltz Bass, Polka, Keyboard Style Go to eNovation 8 Topic Page Topic 1: Introduction to Chord Shapes and Inversions / Sixteenth Notes in Compound Meter Lesson Goals In this eNovation, students learn the 'feel’ of the different chord shapes and to quickly and comfortably shift between them. They will learn how the figured bass symbols for chords and inversions assist in reading and playing chords by shape. Students will also develop understanding of structure, content and fingerings for the different chord inversions. Activity Type / Title with Links Instructions/Comments ☐ Video Inversion Fingerings Watch instructional video Chord inversions have a distinctive shape on the staff and keyboard which Chord Shapes and Figured Bass Inversion determines its figured bass designation. ☐ Theory Symbols (Video and Flashcards) Watch the video: Chord Shapes and Figured Bass Inversion Symbols, then drill with the video flashcards. -
Simple Gifts
Excerpts from . DEVELOPING MUSICIANSHIP THROUGH IMPROVISATION Simple Gifts Christopher D. Azzara Eastman School of Music of the University of Rochester Richard F. Grunow Eastman School of Music of the University of Rochester GIA Publications, Inc. Chicago Developing Musicianship through Improvisation Christopher D. Azzara Richard F. Grunow Layout and music engravings: Paul Burrucker Copy editor: Elizabeth Bentley Copyright © 2006 GIA Publications, Inc. 7404 S. Mason Ave., Chicago 60638 www.giamusic.com All rights reserved. Printed in the United States of America 2 INTRODUCTION Do you know someone who can improvise? Chances are he or she knows a lot of tunes and learns new tunes with relative ease. It seems that improvisers can sing and/or play anything that comes to mind. Improvisers interact in the moment to create one-of-a-kind experiences. Many accomplished musicians do not think of themselves as improvisers, yet if they have something unique to say in their performance, they are improvisers. In that sense, we are all improvisers, and it is important to have opportunities throughout our lives to express ourselves creatively through improvisation. Improvisation in music is the spontaneous expression of meaningful musical ideas—it is analogous to conversation in language. As presented here, key elements of improvisation include personalization, spontaneity, anticipation, prediction, interaction, and being in the moment. Interestingly, we are born improvisers, as evidenced by our behavior in early childhood. This state of mind is clearly demonstrated in children’s play. When not encouraged to improvise as a part of our formal music education, the very thought of improvisation invokes fear. If we let go of that fear, we find that we are improvisers. -
Allan Holdsworth Schille Reshaping Harmony
BJØRN ALLAN HOLDSWORTH SCHILLE RESHAPING HARMONY Master Thesis in Musicology - February 2011 Institute of Musicology| University of Oslo 3001 2 2 Acknowledgment Writing this master thesis has been an incredible rewarding process, and I would like to use this opportunity to express my deepest gratitude to those who have assisted me in my work. Most importantly I would like to thank my wonderful supervisors, Odd Skårberg and Eckhard Baur, for their good advice and guidance. Their continued encouragement and confidence in my work has been a source of strength and motivation throughout these last few years. My thanks to Steve Hunt for his transcription of the chord changes to “Pud Wud” and helpful information regarding his experience of playing with Allan Holdsworth. I also wish to thank Jeremy Poparad for generously providing me with the chord changes to “The Sixteen Men of Tain”. Furthermore I would like to thank Gaute Hellås for his incredible effort of reviewing the text and providing helpful comments where my spelling or formulations was off. His hard work was beyond what any friend could ask for. (I owe you one!) Big thanks to friends and family: Your love, support and patience through the years has always been, and will always be, a source of strength. And finally I wish to acknowledge Arne Torvik for introducing me to the music of Allan Holdsworth so many years ago in a practicing room at the Grieg Academy of Music in Bergen. Looking back, it is obvious that this was one of those life-changing moments; a moment I am sincerely grateful for. -
Accelerated Piano Technique and Music Theory Ii Course Syllabus
ACCELERATED PIANO TECHNIQUE AND MUSIC THEORY II COURSE SYLLABUS Course: Accelerated Piano Technique and Music Theory II Credit: One Carnegie Unit Course Description Accelerated Piano Technique and Music Theory II is required for graduation as a vocal music major. It is for students who have completed the requirements of Accelerated Piano Technique and Music Theory I and completes the prerequisite for all other theory classes. It satisfies the Piano Lab II requirement for vocal majors and the Music Theory II requirement for both vocal and instrumental majors. This course covers the rudiments of music theory and emphasizes basic musicianship skills in the areas of sight singing, ear training, and dictation. Basic piano fundamentals are explored: familiarization with keyboard theory, hand coordination, grand staff note reading, and an introduction to the standard intermediate piano literature. Content Standards DCPS music content standards make up the core skills, concepts and knowledge for Music Theory II: 1. Perform a variety of repertoire. 2. Improvise, compose, and arrange. 3. Read and notate music. 4. Listen, analyze, and evaluate. These standards are incorporated in the course outline below. Course Outline 1. Perform all tasks covered in Accelerated Piano Technique and Music Theory I, with emphasis on reading and writing fluently in treble and bass clefs including identification, notation, reading and writing of all leger line notes above and below the staff. 2. Identify and write all major and minor key signatures; explain and construct a diagram of the circle of fifths. 3. Identify on the page and by ear, sing*, write, and play on the piano keyboard: a. -
Discover Seventh Chords
Seventh Chords Stack of Thirds - Begin with a major or natural minor scale (use raised leading tone for chords based on ^5 and ^7) - Build a four note stack of thirds on each note within the given key - Identify the characteristic intervals of each of the seventh chords w w w w w w w w % w w w w w w w Mw/M7 mw/m7 m/m7 M/M7 M/m7 m/m7 d/m7 w w w w w w % w w w w #w w #w mw/m7 d/wm7 Mw/M7 m/m7 M/m7 M/M7 d/d7 Seventh Chord Quality - Five common seventh chord types in diatonic music: * Major: Major Triad - Major 7th (M3 - m3 - M3) * Dominant: Major Triad - minor 7th (M3 - m3 - m3) * Minor: minor triad - minor 7th (m3 - M3 - m3) * Half-Diminished: diminished triad - minor 3rd (m3 - m3 - M3) * Diminished: diminished triad - diminished 7th (m3 - m3 - m3) - In the Major Scale (all major scales!) * Major 7th on scale degrees 1 & 4 * Minor 7th on scale degrees 2, 3, 6 * Dominant 7th on scale degree 5 * Half-Diminished 7th on scale degree 7 - In the Minor Scale (all minor scales!) with a raised leading tone for chords on ^5 and ^7 * Major 7th on scale degrees 3 & 6 * Minor 7th on scale degrees 1 & 4 * Dominant 7th on scale degree 5 * Half-Diminished 7th on scale degree 2 * Diminished 7th on scale degree 7 Using Roman Numerals for Triads - Roman Numeral labels allow us to identify any seventh chord within a given key. -
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. -
I. the Term Стр. 1 Из 93 Mode 01.10.2013 Mk:@Msitstore:D
Mode Стр. 1 из 93 Mode (from Lat. modus: ‘measure’, ‘standard’; ‘manner’, ‘way’). A term in Western music theory with three main applications, all connected with the above meanings of modus: the relationship between the note values longa and brevis in late medieval notation; interval, in early medieval theory; and, most significantly, a concept involving scale type and melody type. The term ‘mode’ has always been used to designate classes of melodies, and since the 20th century to designate certain kinds of norm or model for composition or improvisation as well. Certain phenomena in folksong and in non-Western music are related to this last meaning, and are discussed below in §§IV and V. The word is also used in acoustical parlance to denote a particular pattern of vibrations in which a system can oscillate in a stable way; see Sound, §5(ii). For a discussion of mode in relation to ancient Greek theory see Greece, §I, 6 I. The term II. Medieval modal theory III. Modal theories and polyphonic music IV. Modal scales and traditional music V. Middle East and Asia HAROLD S. POWERS/FRANS WIERING (I–III), JAMES PORTER (IV, 1), HAROLD S. POWERS/JAMES COWDERY (IV, 2), HAROLD S. POWERS/RICHARD WIDDESS (V, 1), RUTH DAVIS (V, 2), HAROLD S. POWERS/RICHARD WIDDESS (V, 3), HAROLD S. POWERS/MARC PERLMAN (V, 4(i)), HAROLD S. POWERS/MARC PERLMAN (V, 4(ii) (a)–(d)), MARC PERLMAN (V, 4(ii) (e)–(i)), ALLAN MARETT, STEPHEN JONES (V, 5(i)), ALLEN MARETT (V, 5(ii), (iii)), HAROLD S. POWERS/ALLAN MARETT (V, 5(iv)) Mode I. -
The Evolution of Ornette Coleman's Music And
DANCING IN HIS HEAD: THE EVOLUTION OF ORNETTE COLEMAN’S MUSIC AND COMPOSITIONAL PHILOSOPHY by Nathan A. Frink B.A. Nazareth College of Rochester, 2009 M.A. University of Pittsburgh, 2012 Submitted to the Graduate Faculty of The Kenneth P. Dietrich School of Arts and Sciences in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Pittsburgh 2016 UNIVERSITY OF PITTSBURGH THE KENNETH P. DIETRICH SCHOOL OF ARTS AND SCIENCES This dissertation was presented by Nathan A. Frink It was defended on November 16, 2015 and approved by Lawrence Glasco, PhD, Professor, History Adriana Helbig, PhD, Associate Professor, Music Matthew Rosenblum, PhD, Professor, Music Dissertation Advisor: Eric Moe, PhD, Professor, Music ii DANCING IN HIS HEAD: THE EVOLUTION OF ORNETTE COLEMAN’S MUSIC AND COMPOSITIONAL PHILOSOPHY Nathan A. Frink, PhD University of Pittsburgh, 2016 Copyright © by Nathan A. Frink 2016 iii DANCING IN HIS HEAD: THE EVOLUTION OF ORNETTE COLEMAN’S MUSIC AND COMPOSITIONAL PHILOSOPHY Nathan A. Frink, PhD University of Pittsburgh, 2016 Ornette Coleman (1930-2015) is frequently referred to as not only a great visionary in jazz music but as also the father of the jazz avant-garde movement. As such, his work has been a topic of discussion for nearly five decades among jazz theorists, musicians, scholars and aficionados. While this music was once controversial and divisive, it eventually found a wealth of supporters within the artistic community and has been incorporated into the jazz narrative and canon. Coleman’s musical practices found their greatest acceptance among the following generations of improvisers who embraced the message of “free jazz” as a natural evolution in style. -
Studies in Instrumentation and Orchestration and in the Recontextualisation of Diatonic Pitch Materials (Portfolio of Compositions)
Studies in Instrumentation and Orchestration and in the Recontextualisation of Diatonic Pitch Materials (Portfolio of Compositions) by Chris Paul Harman Submitted to The University of Birmingham for the degree of DOCTOR OF PHILOSOPHY Department of Music School of Humanities The University of Birmingham September 2011 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. Abstract: The present document examines eight musical works for various instruments and ensembles, composed between 2007 and 2011. Brief summaries of each work’s program are followed by discussions of instrumentation and orchestration, and analysis of pitch organization. Discussions of instrumentation and orchestration explore the composer’s approach to diversification of instrumental ensembles by the inclusion of non-orchestral instruments, and redefinition of traditional hierarchies among instruments in a standard ensemble or orchestral setting. Analyses of pitch organization detail various ways in which the composer renders diatonic