A Comparison of the Hindemith and Schenker Concepts of Tonality
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Day 17 AP Music Handout, Scale Degress.Mus
Scale Degrees, Chord Quality, & Roman Numeral Analysis There are a total of seven scale degrees in both major and minor scales. Each of these degrees has a name which you are required to memorize tonight. 1 2 3 4 5 6 7 1 & w w w w w 1. tonicw 2.w supertonic 3.w mediant 4. subdominant 5. dominant 6. submediant 7. leading tone 1. tonic A triad can be built upon each scale degree. w w w w & w w w w w w w w 1. tonicw 2.w supertonic 3.w mediant 4. subdominant 5. dominant 6. submediant 7. leading tone 1. tonic The quality and scale degree of the triads is shown by Roman numerals. Captial numerals are used to indicate major triads with lowercase numerals used to show minor triads. Diminished triads are lowercase with a "degree" ( °) symbol following and augmented triads are capital followed by a "plus" ( +) symbol. Roman numerals written for a major key look as follows: w w w w & w w w w w w w w CM: wI (M) iiw (m) wiii (m) IV (M) V (M) vi (m) vii° (dim) I (M) EVERY MAJOR KEY FOLLOWS THE PATTERN ABOVE FOR ITS ROMAN NUMERALS! Because the seventh scale degree in a natural minor scale is a whole step below tonic instead of a half step, the name is changed to subtonic, rather than leading tone. Leading tone ALWAYS indicates a half step below tonic. Notice the change in the qualities and therefore Roman numerals when in the natural minor scale. -
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. -
A New Transcription and Performance Interpretation of J.S. Bach's Chromatic Fantasy BWV 903 for Unaccompanied Clarinet Thomas A
University of Connecticut OpenCommons@UConn Doctoral Dissertations University of Connecticut Graduate School 5-2-2014 A New Transcription and Performance Interpretation of J.S. Bach's Chromatic Fantasy BWV 903 for Unaccompanied Clarinet Thomas A. Labadorf University of Connecticut - Storrs, [email protected] Follow this and additional works at: https://opencommons.uconn.edu/dissertations Recommended Citation Labadorf, Thomas A., "A New Transcription and Performance Interpretation of J.S. Bach's Chromatic Fantasy BWV 903 for Unaccompanied Clarinet" (2014). Doctoral Dissertations. 332. https://opencommons.uconn.edu/dissertations/332 A New Transcription and Performance Interpretation of J.S. Bach’s Chromatic Fantasy BWV 903 for Unaccompanied Clarinet Thomas A. Labadorf, D. M. A. University of Connecticut, 2014 A new transcription of Bach’s Chromatic Fantasy is presented to offset limitations of previous transcriptions by other editors. Certain shortcomings of the clarinet are addressed which add to the difficulty of creating an effective transcription for performance: the inability to sustain more than one note at a time, phrase length limited by breath capacity, and a limited pitch range. The clarinet, however, offers qualities not available to the keyboard that can serve to mitigate these shortcomings: voice-like legato to perform sweeping scalar and arpeggiated gestures, the increased ability to sustain melodic lines, use of dynamics to emphasize phrase shapes and highlight background melodies, and the ability to perform large leaps easily. A unique realization of the arpeggiated section takes advantage of the clarinet’s distinctive registers and references early treatises for an authentic wind instrument approach. A linear analysis, prepared by the author, serves as a basis for making decisions on phrase and dynamic placement. -
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. -
Secondary Dominant Chords.Mus
Secondary Dominants Chromaticism - defined by the use of pitches outside of a diatonic key * nonessential chromaticism describes the use of chromatic non-chord tones * essential chromaticism describes the use of chromatic chord tones creating altered chords Secondary Function Chords - also referred to as applied chords * most common chromatically altered chords * function to tonicize (make sound like tonic) a chord other than tonic * applied to a chord other than tonic and typically function like a dominant or leading-tone chord - secondary function chords can also be used in 2nd inversion as passing and neighbor chords - since only major or minor triads can function as tonic, only major or minor triads may be tonicized - Secondary function chords are labeled with two Roman numerals separated by a slash (/) * the first Roman numeral labels the function of the chord (i.e. V, V7, viiº, or viiº7) * the second Roman numeral labels the chord it is applied to - the tonicized chord * secondary function labels are read as V of __, or viiº of __, etc. Secondary Dominant Chords - most common type of secondardy function chords * always spelled as a major triad or Mm7 chord * used to tonicize a chord whose root is a 5th below (or 4th above) * can create stronger harmonic progressions or emphasize chords other than tonic Spelling Secondary Dominant Chords - there are three steps in spelling a secondary dominant chord * find the root of the chord to be tonicized * determine the pitch a P5 above (or P4 below) * using that pitch as the root, spell a -
Journal of the Conductors Guild
Journal of the Conductors Guild Volume 32 2015-2016 19350 Magnolia Grove Square, #301 Leesburg, VA 20176 Phone: (646) 335-2032 E-mail: [email protected] Website: www.conductorsguild.org Jan Wilson, Executive Director Officers John Farrer, President John Gordon Ross, Treasurer Erin Freeman, Vice-President David Leibowitz, Secretary Christopher Blair, President-Elect Gordon Johnson, Past President Board of Directors Ira Abrams Brian Dowdy Jon C. Mitchell Marc-André Bougie Thomas Gamboa Philip Morehead Wesley J. Broadnax Silas Nathaniel Huff Kevin Purcell Jonathan Caldwell David Itkin Dominique Royem Rubén Capriles John Koshak Markand Thakar Mark Crim Paul Manz Emily Threinen John Devlin Jeffery Meyer Julius Williams Advisory Council James Allen Anderson Adrian Gnam Larry Newland Pierre Boulez (in memoriam) Michael Griffith Harlan D. Parker Emily Freeman Brown Samuel Jones Donald Portnoy Michael Charry Tonu Kalam Barbara Schubert Sandra Dackow Wes Kenney Gunther Schuller (in memoriam) Harold Farberman Daniel Lewis Leonard Slatkin Max Rudolf Award Winners Herbert Blomstedt Gustav Meier Jonathan Sternberg David M. Epstein Otto-Werner Mueller Paul Vermel Donald Hunsberger Helmuth Rilling Daniel Lewis Gunther Schuller Thelma A. Robinson Award Winners Beatrice Jona Affron Carolyn Kuan Jamie Reeves Eric Bell Katherine Kilburn Laura Rexroth Miriam Burns Matilda Hofman Annunziata Tomaro Kevin Geraldi Octavio Más-Arocas Steven Martyn Zike Theodore Thomas Award Winners Claudio Abbado Frederick Fennell Robert Shaw Maurice Abravanel Bernard Haitink Leonard Slatkin Marin Alsop Margaret Hillis Esa-Pekka Salonen Leon Barzin James Levine Sir Georg Solti Leonard Bernstein Kurt Masur Michael Tilson Thomas Pierre Boulez Sir Simon Rattle David Zinman Sir Colin Davis Max Rudolf Journal of the Conductors Guild Volume 32 (2015-2016) Nathaniel F. -
Extending Chord Selection in Diatonic Major / Minor Keys
Extending Chord Selection in Diatonic Major / Minor Keys This chart demonstrates the full range of chords available in a given major or minor key using the technique of tonicisation (temporarily establishing an alternative tone centre within the key – a “mini-modulation” for a short duration). This technique is used extensively in Jazz and Classical music to expand the range of the major/minor system to it’s utmost. The chart below can be used to facilitate composition and reharmonisation, both in the considered and ad-hoc sense s(e.g. scoring a composition/arrangement vs spontaneous chord substitution in Jazz Improvisation). This harmonic technique can be expanded to any genre! The following classes (functions) of additional chords are used: 1. Secondary Dominants and their tritone substitutes (“V” & “bII” function) e.g. D7 (Secondary Dominant) and Ab7 (Tritone Substitute), resolving to G in key of C major 2. Secondary Supertonics (“iim7 & ii0/7” function) e.g. F#m7 to resolve to B7 to Em in key of C 3. Secondary Subdominants (“IV & iv function) also known as borrowed chords – “borrowed” from the key’s parallel major/ minor scale counterpart) e.g. Fm in key of C or F in key of C minor Scale Degree Names in Major Key Scale Degree Names in Minor Key I Tonic i Tonic ii Supertonic ii Supertonic iii Mediant bIII Mediant IV Subdominant iv/IV Subdominant V Dominant v/V Dominant vi Submediant bVI/vi Submediant bVII Subtonic vii Leading Note vii Leading Note C Major F /Fm G/Gm A/Am B/Bm C/Cm D/Dm E/Em Secondary Subdominants (IV) Dm7 Em7 F#m7 Gm7 -
Schenker and Schoenberg on Harmonic Tonality!
Schenker and Schoenberg on Harmonic Tonality! Kip Montgomery This essay is an attempt to equate the thought of two musicians whose names are not usually uttered in the same breath: Heinrich Schenker and Arnold Schoenberg. One, the conservative pianist/theorist/pedagogue, the other, the radical, new-thinking composer. Yet perhaps they are not as far apart as one might assume. The thoughts of these men on harmonic tonality may be compared readily, because each penned a theoretical work entitled Harmonielehre. 2 These two books lend themselves so readily to comparison, not only because they were written within five years of each other, but also because they are both principally concerned with the relationship between harmonic tonality and musical coherence. In their approaches, both men attempt to account for tradition, but from IMany thanks to Robert Gjerdingen for his assistance. Thanks also to Joseph Auner and Richard Kramer. 2Heinrich Schenker, Neue musikalische Phantasien und Theorien, erster Band: Harmonielehre (Stuttgart: J. G. Cotta, 1906) and Arnold Schoenberg, Harmonielehre (Vienna: Universal Edition, 1911; 3d ed., 1922). 54 Indiana Theory Review Vol. 15/1 different angles: Schenker seeks origins, the laws that stand behind the works, and Schoenberg seeks in the works of the past an explanation for the present. But despite their disparate approaches, each man's Harmonielehre hopes to reveal in harmonic tonality something akin to musical truth. Rather than merely give general descriptions of the two books, I shall address them from the standpoint of three questions raised by Carl Dahlhaus, in his book Studies on the Origin of Harmonic Tonality, first published in 1968. -
Concept of Tonality"
Gamut: Online Journal of the Music Theory Society of the Mid-Atlantic Volume 7 Issue 1 Article 7 May 2014 The Early Schenkerians and the "Concept of Tonality" John Koslovsky Conservatorium van Amsterdam; Utrecht University Follow this and additional works at: https://trace.tennessee.edu/gamut Part of the Music Theory Commons Recommended Citation Koslovsky, John (2014) "The Early Schenkerians and the "Concept of Tonality"," Gamut: Online Journal of the Music Theory Society of the Mid-Atlantic: Vol. 7 : Iss. 1 , Article 7. Available at: https://trace.tennessee.edu/gamut/vol7/iss1/7 This Article 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. THE EARLY SCHENKERIANS AND THE “CONCEPT OF TONALITY” JOHN KOSLOVSKY oday it would hardly raise an eyebrow to hear the words “tonality” and T “Heinrich Schenker” uttered in the same breath, nor would it startle anyone to think of Schenker’s theory as an explanation of “tonal music,” however broadly or narrowly construed. Just about any article or book dealing with Schenkerian theory takes the terms “tonal” or “tonality” as intrinsic to the theory’s purview of study, if not in title then in spirit.1 Even a more general book such as The Cambridge History of Western Music Theory seems to adopt this position, and has done so by giving the chapter on “Heinrich Schenker” the final word in the section on “Tonality,” where it rounds out the entire enterprise of Part II of the book, “Regulative Traditions.” The author of the chapter, William Drabkin, attests to Schenker’s culminating image when he writes that “[Schenker’s theory] is at once a sophisticated explanation of tonality, but also an analytical system of immense empirical power. -
The Modernist Kaleidoscope: Schoenberg's Reception History in England, America, Germany and Austria 1908-1924 by Sarah Elain
The Modernist Kaleidoscope: Schoenberg’s Reception History in England, America, Germany and Austria 1908-1924 by Sarah Elaine Neill Department of Music Duke University Date:_______________________ Approved: ___________________________ R. Larry Todd, Supervisor ___________________________ Severine Neff ___________________________ Philip Rupprecht ___________________________ John Supko ___________________________ Jacqueline Waeber Dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Music in the Graduate School of Duke University 2014 ABSTRACT The Modernist Kaleidoscope: Schoenberg’s Reception History in England, America, Germany and Austria 1908-1924 by Sarah Elaine Neill Department of Music Duke University Date:_______________________ Approved: ___________________________ R. Larry Todd, Supervisor ___________________________ Severine Neff ___________________________ Philip Rupprecht ___________________________ John Supko ___________________________ Jacqueline Waeber An abstract of a dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Music in the Graduate School of Duke University 2014 Copyright by Sarah Elaine Neill 2014 Abstract Much of our understanding of Schoenberg and his music today is colored by early responses to his so-called free-atonal work from the first part of the twentieth century, especially in his birthplace, Vienna. This early, crucial reception history has been incredibly significant and subversive; the details of the personal and political motivations behind deeply negative or manically positive responses to Schoenberg’s music have not been preserved with the same fidelity as the scandalous reactions themselves. We know that Schoenberg was feared, despised, lauded, and imitated early in his career, but much of the explanation as to why has been forgotten or overlooked. -
Schenkerian Analysis for the Beginner Benjamin K
Kennesaw State University DigitalCommons@Kennesaw State University Faculty Publications 2016 Schenkerian Analysis for the Beginner Benjamin K. Wadsworth Kennesaw State University, [email protected] Follow this and additional works at: https://digitalcommons.kennesaw.edu/facpubs Part of the Music Education Commons, and the Music Theory Commons Recommended Citation Wadsworth, Benjamin K., "Schenkerian Analysis for the Beginner" (2016). Faculty Publications. 4126. https://digitalcommons.kennesaw.edu/facpubs/4126 This Article is brought to you for free and open access by DigitalCommons@Kennesaw State University. It has been accepted for inclusion in Faculty Publications by an authorized administrator of DigitalCommons@Kennesaw State University. For more information, please contact [email protected]. SCHENKERIAN ANALYSIS FOR THE BEGINNER Schenkerian Analysis for the Beginner By Benjamin K. WadsWorth introduction: schenKer in the classroom n its earliest days, and continuing throughout the 20th century, Schenkerian analysis was often taught by master teachers to highlyI gifted students. Elite musicians in this tradition included Schenker and his students, Ernst Oster and his students, and so on, creating a relatively small family of expert practitioners.1 Schenker’s Lesson Books (1913–1932) provide snapshots of the diverse analytical, theoretical, and critical activities possible in long-term, mentored relationships.2 Mentored relationships are fruitful with highly motivated students who arrive with a solid theoretical and practical background. Across the United States and other countries, however, Schenkerian courses at many universities pose challenges: This essay elaborates on research presented at the Pedagogy in Practice conference at Lee University (Cleveland, TN) on June 2, 2017. A word of thanks is due to students of my Introduction to Schenker classes at Kennesaw State (2014 and 2016), to William Marvin and Poundie Burstein for their comments on earlier drafts, and to the anonymous readers of this journal for their feedback. -
MUSI 2216 Advanced Sight Singing & Ear Training I
I.Topical Outline – Each offering of this course must include the following topics (be sure to include information regarding lab, practicum, clinical or other non lecture instruction): 1. Melodic dictation in simple and compound time and in major and minor keys and the treble and bass clef including the diatonic scale, the tonic triad, the dominant triad, dominant 7 chord, secondary dominants, diminished 7th chords, and Neapolitan 6 chords 2. Sight-singing melodies in simple and compound time and in major and minor keys and the treble and bass clef including the diatonic scale, the tonic triad, the dominant triad, dominant 7 chord, secondary dominants, diminished 7th chords, and Neapolitan 6 chords 3. Harmonic dictation in the bass clef and melodic dictation in the treble clef including tonic, subdominant, dominant, leading tone, supertonic, sub-mediant, mediant triads and secondary dominants, diminished 7th chords, and Neapolitan 6 chords 4. Singing vertical structures including the tonic triad, the dominant triad, dominant 7 chord, secondary dominants, diminished 7th chords, and Neapolitan 6 chords II. Course Learning Outcomes Course Outcome/Objective Assessment Method At the conclusion of the course the student should be able to: 1. take melodic dictation in major and minor 1. Students will write melodies in major and keys in treble and bass clefs including minor keys in treble and bass clefs including the diatonic scale, the tonic triad, the dominant the diatonic scale, the tonic triad, the dominant triad, dominant 7 chord, secondary dominants, triad, dominant 7 chord, secondary dominants diminished 7th chords, and Neapolitan 6 diminished 7th chords, and Neapolitan 6 chords chords.