Computational Methods for Tonality-Based Style Analysis of Classical Music Audio Recordings
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Advanced Schenkerian Analysis: Perspectives on Phrase Rhythm, Motive, and Form by David Beach
Advanced Schenkerian Analysis: Perspectives on Phrase Rhythm, Motive, and Form by David Beach. New York and London: Routledge, 2012.1 Review by David Carson Berry After Allen Forte’s and Steven Gilbert’s Introduction to Schenkerian Analysis was published in 1982, it effectively had the textbook market to itself for a decade (a much older book by Felix Salzer and a new translation of one by Oswald Jonas not withstanding).2 A relatively compact Guide to Schenkerian Analysis, by David Neumeyer and Susan Tepping, was issued in 1992;3 and in 1998 came Allen Cadwallader and David Gagné’s Analysis of Tonal Music: A Schenkerian Approach, which is today (in its third edition) the dominant text.4 Despite its ascendance, and the firm legacy of the Forte/Gilbert book, authors continue to crowd what is a comparatively small market within music studies. Steven Porter offered the interesting but dubiously named Schenker Made Simple in 1 Advanced Schenkerian Analysis: Perspectives on Phrase Rhythm, Motive, and Form, by David Beach. New York and London: Routledge, 2012; hardback, $150 (978-0- 415-89214-8), paperback, $68.95 (978-0-415-89215-5); xx, 310 pp. 2 Allen Forte and Steven E. Gilbert, Introduction to Schenkerian Analysis (New York: Norton, 1982). Felix Salzer’s book (Structural Hearing: Tonal Coherence in Music [New York: Charles Boni, 1952]), though popular in its time, was viewed askance by orthodox Schenkerians due to its alterations of core tenets, and it was growing increasingly out of favor with mainstream theorists by the 1980s (as evidenced by the well-known rebuttal of its techniques in Joseph N. -
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. -
Out of Death and Despair: Elements of Chromaticism in the Songs of Edvard Grieg
Ryan Weber: Out of Death and Despair: Elements of Chromaticism in the Songs of Edvard Grieg Grieg‘s intriguing statement, ―the realm of harmonies has always been my dream world,‖1 suggests the rather imaginative disposition that he held toward the roles of harmonic function within a diatonic pitch space. A great degree of his chromatic language is manifested in subtle interactions between different pitch spaces along the dualistic lines to which he referred in his personal commentary. Indeed, Grieg‘s distinctive style reaches beyond common-practice tonality in ways other than modality. Although his music uses a variety of common nineteenth- century harmonic devices, his synthesis of modal elements within a diatonic or chromatic framework often leans toward an aesthetic of Impressionism. This multifarious language is most clearly evident in the composer‘s abundant songs that span his entire career. Setting texts by a host of different poets, Grieg develops an approach to chromaticism that reflects the Romantic themes of death and despair. There are two techniques that serve to characterize aspects of his multi-faceted harmonic language. The first, what I designate ―chromatic juxtapositioning,‖ entails the insertion of highly chromatic material within ^ a principally diatonic passage. The second technique involves the use of b7 (bVII) as a particular type of harmonic juxtapositioning, for the flatted-seventh scale-degree serves as a congruent agent among the realms of diatonicism, chromaticism, and modality while also serving as a marker of death and despair. Through these techniques, Grieg creates a style that elevates the works of geographically linked poets by capitalizing on the Romantic/nationalistic themes. -
Schenkerian Analysis in the Modern Context of the Musical Analysis
Mathematics and Computers in Biology, Business and Acoustics THE SCHENKERIAN ANALYSIS IN THE MODERN CONTEXT OF THE MUSICAL ANALYSIS ANCA PREDA, PETRUTA-MARIA COROIU Faculty of Music Transilvania University of Brasov 9 Eroilor Blvd ROMANIA [email protected], [email protected] Abstract: - Music analysis represents the most useful way of exploration and innovation of musical interpretations. Performers who use music analysis efficiently will find it a valuable method for finding the kind of musical richness they desire in their interpretations. The use of Schenkerian analysis in performance offers a rational basis and an unique way of interpreting music in performance. Key-Words: - Schenkerian analysis, structural hearing, prolongation, progression,modernity. 1 Introduction Even in a simple piece of piano music, the ear Musical analysis is a musicological approach in hears a vast number of notes, many of them played order to determine the structural components of a simultaneously. The situation is similar to that found musical text, the technical development of the in language. Although music is quite different to discourse, the morphological descriptions and the spoken language, most listeners will still group the understanding of the meaning of the work. Analysis different sounds they hear into motifs, phrases and has complete autonomy in the context of the even longer sections. musicological disciplines as the music philosophy, Schenker was not afraid to criticize what he saw the musical aesthetics, the compositional technique, as a general lack of theoretical and practical the music history and the musical criticism. understanding amongst musicians. As a dedicated performer, composer, teacher and editor of music himself, he believed that the professional practice of 2 Problem Formulation all these activities suffered from serious misunderstandings of how tonal music works. -
Music Theory Syllabus (With Introduction to Music) Frenship
Music Theory Syllabus (with Introduction to Music) 1306.030 Frenship High School Blue Days 12:54-2:24pm 2020-2021 Instructor: Angela Bradford Office: Room 1316 Phone: 806-866-4440, ext. 1028 Email: [email protected] Remind: Text to 81010 and message @329a99b Conference Times: 2:30-4:00pm, Blue and Gold days Course Text: Tonal Harmony by Stefan Kostka, Dorothy Payne and Byron Almen, 7th Edition. (Provided) Supplemental Material: Barron’s AP Music Theory by Nancy Scoggin (Optional) Course Purpose: The purpose of this Dual Credit course is to teach the language of Music Theory to students and help them develop the skills and knowledge to build students music literacy (reading, writing, hearing intelligently, and respond or performing) through analysis and composition. Course Overview: A) Oral Quizzes B) Score analysis C) Error Detection D) Aural association E) Association with familiar music Grading: 50% Written theory and composition- Daily Work (Fundamentals and Analysis) and Assessment Grades – 25% Composition 1 – 5%, Composition 2 – 5%, Composition 3 - 15% 30% Ear training – Intervals, Inversions, Chords, Scales on Assessment and quiz grades 20% Oral training (Sight-Reading), music literature and history (composers and music periods), and piano fundamentals in practice (chords, scales in major and minor, intervals) Course Outline: 1st Six Weeks Week 1 (2-3 class meetings - 1hr. 30 minutes class) Chap. 1 Elements of Pitch and Chap. 2 Elements of Rhythm 1 Notation a) The aspects of sound: pitch, amplitude, timbre, envelope (articulation) and duration. b) After a brief explanation of each, discuss aspects of notation as they relate to aspects of sound. -
Unified Music Theories for General Equal-Temperament Systems
Unified Music Theories for General Equal-Temperament Systems Brandon Tingyeh Wu Research Assistant, Research Center for Information Technology Innovation, Academia Sinica, Taipei, Taiwan ABSTRACT Why are white and black piano keys in an octave arranged as they are today? This article examines the relations between abstract algebra and key signature, scales, degrees, and keyboard configurations in general equal-temperament systems. Without confining the study to the twelve-tone equal-temperament (12-TET) system, we propose a set of basic axioms based on musical observations. The axioms may lead to scales that are reasonable both mathematically and musically in any equal- temperament system. We reexamine the mathematical understandings and interpretations of ideas in classical music theory, such as the circle of fifths, enharmonic equivalent, degrees such as the dominant and the subdominant, and the leading tone, and endow them with meaning outside of the 12-TET system. In the process of deriving scales, we create various kinds of sequences to describe facts in music theory, and we name these sequences systematically and unambiguously with the aim to facilitate future research. - 1 - 1. INTRODUCTION Keyboard configuration and combinatorics The concept of key signatures is based on keyboard-like instruments, such as the piano. If all twelve keys in an octave were white, accidentals and key signatures would be meaningless. Therefore, the arrangement of black and white keys is of crucial importance, and keyboard configuration directly affects scales, degrees, key signatures, and even music theory. To debate the key configuration of the twelve- tone equal-temperament (12-TET) system is of little value because the piano keyboard arrangement is considered the foundation of almost all classical music theories. -
AP Music Theory Course Description Audio Files ”
MusIc Theory Course Description e ffective Fall 2 0 1 2 AP Course Descriptions are updated regularly. Please visit AP Central® (apcentral.collegeboard.org) to determine whether a more recent Course Description PDF is available. The College Board The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of more than 5,900 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success — including the SAT® and the Advanced Placement Program®. The organization also serves the education community through research and advocacy on behalf of students, educators, and schools. For further information, visit www.collegeboard.org. AP Equity and Access Policy The College Board strongly encourages educators to make equitable access a guiding principle for their AP programs by giving all willing and academically prepared students the opportunity to participate in AP. We encourage the elimination of barriers that restrict access to AP for students from ethnic, racial, and socioeconomic groups that have been traditionally underserved. Schools should make every effort to ensure their AP classes reflect the diversity of their student population. The College Board also believes that all students should have access to academically challenging course work before they enroll in AP classes, which can prepare them for AP success. -
Reconsidering Pitch Centricity Stanley V
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Faculty Publications: School of Music Music, School of 2011 Reconsidering Pitch Centricity Stanley V. Kleppinger University of Nebraska-Lincoln, [email protected] Follow this and additional works at: http://digitalcommons.unl.edu/musicfacpub Part of the Music Commons Kleppinger, Stanley V., "Reconsidering Pitch Centricity" (2011). Faculty Publications: School of Music. 63. http://digitalcommons.unl.edu/musicfacpub/63 This Article is brought to you for free and open access by the Music, School of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Faculty Publications: School of Music by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Reconsidering Pitch Centricity STANLEY V. KLEPPINGER Analysts commonly describe the musical focus upon a particular pitch class above all others as pitch centricity. But this seemingly simple concept is complicated by a range of factors. First, pitch centricity can be understood variously as a compositional feature, a perceptual effect arising from specific analytical or listening strategies, or some complex combination thereof. Second, the relation of pitch centricity to the theoretical construct of tonality (in any of its myriad conceptions) is often not consistently or robustly theorized. Finally, various musical contexts manifest or evoke pitch centricity in seemingly countless ways and to differing degrees. This essay examines a range of compositions by Ligeti, Carter, Copland, Bartok, and others to arrive at a more nuanced perspective of pitch centricity - one that takes fuller account of its perceptual foundations, recognizes its many forms and intensities, and addresses its significance to global tonal structure in a given composition. -
Kostka, Stefan
TEN Classical Serialism INTRODUCTION When Schoenberg composed the first twelve-tone piece in the summer of 192 1, I the "Pre- lude" to what would eventually become his Suite, Op. 25 (1923), he carried to a conclusion the developments in chromaticism that had begun many decades earlier. The assault of chromaticism on the tonal system had led to the nonsystem of free atonality, and now Schoenberg had developed a "method [he insisted it was not a "system"] of composing with twelve tones that are related only with one another." Free atonality achieved some of its effect through the use of aggregates, as we have seen, and many atonal composers seemed to have been convinced that atonality could best be achieved through some sort of regular recycling of the twelve pitch class- es. But it was Schoenberg who came up with the idea of arranging the twelve pitch classes into a particular series, or row, th at would remain essentially constant through- out a composition. Various twelve-tone melodies that predate 1921 are often cited as precursors of Schoenberg's tone row, a famous example being the fugue theme from Richard Strauss's Thus Spake Zararhustra (1895). A less famous example, but one closer than Strauss's theme to Schoenberg'S method, is seen in Example IO-\. Notice that Ives holds off the last pitch class, C, for measures until its dramatic entrance in m. 68. Tn the music of Strauss and rves th e twelve-note theme is a curiosity, but in the mu sic of Schoenberg and his fo ll owers the twelve-note row is a basic shape that can be presented in four well-defined ways, thereby assuring a certain unity in the pitch domain of a composition. -
Musical Notation Codes Index
Music Notation - www.music-notation.info - Copyright 1997-2019, Gerd Castan Musical notation codes Index xml ascii binary 1. MidiXML 1. PDF used as music notation 1. General information format 2. Apple GarageBand Format 2. MIDI (.band) 2. DARMS 3. QuickScore Elite file format 3. SMDL 3. GUIDO Music Notation (.qsd) Language 4. MPEG4-SMR 4. WAV audio file format (.wav) 4. abc 5. MNML - The Musical Notation 5. MP3 audio file format (.mp3) Markup Language 5. MusiXTeX, MusicTeX, MuTeX... 6. WMA audio file format (.wma) 6. MusicML 6. **kern (.krn) 7. MusicWrite file format (.mwk) 7. MHTML 7. **Hildegard 8. Overture file format (.ove) 8. MML: Music Markup Language 8. **koto 9. ScoreWriter file format (.scw) 9. Theta: Tonal Harmony 9. **bol Exploration and Tutorial Assistent 10. Copyist file format (.CP6 and 10. Musedata format (.md) .CP4) 10. ScoreML 11. LilyPond 11. Rich MIDI Tablature format - 11. JScoreML RMTF 12. Philip's Music Writer (PMW) 12. eXtensible Score Language 12. Creative Music File Format (XScore) 13. TexTab 13. Sibelius Plugin Interface 13. MusiXML: My own format 14. Mup music publication program 14. Finale Plugin Interface 14. MusicXML (.mxl, .xml) 15. NoteEdit 15. Internal format of Finale (.mus) 15. MusiqueXML 16. Liszt: The SharpEye OMR 16. XMF - eXtensible Music 16. GUIDO XML engine output file format Format 17. WEDELMUSIC 17. Drum Tab 17. NIFF 18. ChordML 18. Enigma Transportable Format 18. Internal format of Capella (ETF) (.cap) 19. ChordQL 19. CMN: Common Music 19. SASL: Simple Audio Score 20. NeumesXML Notation Language 21. MEI 20. OMNL: Open Music Notation 20. -
Matthias Giesen (Austria)
Matthias Giesen (Austria) The biography of each musician is published as it has been sent by its author Matthias Giesen (*1973) was born in Boppard/Rhein in Germany. After the final school examination he studied church music, organ and music theory at the Music University in Cologne, Stuttgart and Vienna. His organ teachers were the Cologne Cathedral organist Clemens Ganz, Johannes Geffert and Bernhard Haas, music theory he studied with Johannes Schild and Friedrich Jaecker. He joined several organ courses with Marie-Claire Alain, Guy Bovet, Lorenzo Ghielmi, Jean-Claude Zehnder, Michael Radulescu etc. In 1998 he won the First Prize of the Bayreuth Organ Competition. After his organ examinations he studied music theory with Martin Eybl at the Vienna University of Music. In 1999 he was organist in several parishes in Cologne (Germany); in August 1999 he was chosen as the organist of the Bruckner-Organ of the Augustinian Monastery St Florian/Austria. He is also in charge of the Monastery´s music archive. He participated in several recordings for broadcast and television (Italian, Japanese, US-American- Television, Austrian television ORF). This involvement in many international concerts has contributed to his artistic activity (Austria, Switzerland, Germany, Italy, Poland, Greece, Algeria, Mexico, Slovakia, Russia, Australia etc.). In May 2002 a CD featuring Giesen playing the Bruckner Organ with organ compositions of the 19th century (Liszt, Schumann, Reger and Bruckner transcription) was published. It also includes a transcription of one of Anton Bruckner´s works. Several other CD projects are planned. In the following time different articles about the organ composers Jean Guillou (in 2001 Giesen made a collaboration project with him), André Jolivet, Leos Janacek and Max Reger were published. -
Repertoire List Course 11 Contemporary HAAS
Repertoire list for Course No. 11 Contemporary Music Professor: Bernhard Haas · Arnold Schönberg: Variationen op. 40 (Belmont Music Publishers); Fragment der Orgelsonate (Universal Edition) · Anton Webern: Variationen op. 27 (Orgelfassung Xavier Darasse, Bärenreiter) · Philipp Jarnach: Konzertstück Romancero III op. 21 (Schott) · Paul Hindemith: 3 Organ Sonatas (Schott) · Luigi Dallapiccola: Quaderno musicale di Annalibera (version for organ, Suvini Zerboni) · Ernst Krenek: Sonate op. 92, Die vier Winde (Bärenreiter) · Olivier Messiaen: Messe de la Pentecôte; Livre d'orgue (Leduc) · Gilbert Amy: 7 Bagatelles (Amphion); Quasi una Toccata (Universal Edition) · Carola Bauckholt: Gegenwind (Thürmchen Verlag) · John Cage: ASLSP; Souvenir (Peters) · Xavier Darasse: Organum 3 (Salabert); Organum 9 (Lemoine) · Morton Feldman: Principal Sound (Universal Edition) · Johannes Fritsch: IX '99 X (Feedback Studio Verlag, Köln) · Mauricio Kagel: IMprovisation ajoutée (Universal Edition); Rrrrrrr... (Peters) · György Kurtág: Orgelstücke and ‘Ligatura x’ from Jatekok 6 (Edition Musica Budapest/Boosey & Hawkes) · Thomas Lacôte: ‘Et l'unique cordeau des trompettes marines’ from Études pour orgue Band 1 (Lemoine) · Jean-Pierre Leguay: 19 Préludes; 3ème Sonate (Lemoine) · György Ligeti: Volumina (Peters); Zwei Etüden (Schott) · Robert HP Platz: Stunden:Buch (Ricordi) · Henri Pousseur: Deuxième vue sur les jardins interdits (Suvini Zerboni) · Giacinto Scelsi: In nomine Lucis (Salabert) · Karlheinz Stockhausen: Tierkreis, Version für Akkordinstrument (Stockhausen-Verlag) · Zsigmond Szathmáry: Moving colours (Bärenreiter) · Claude Vivier: Les Communiantes (Boosey & Hawkes) · Christian Wolff: Black Song Organ Preudes (Peters) · Isang Yun: Tuyaux sonores, Fragment (Bote & Bock/ Boosey & Hawkes) Composers are also invited to bring own compositions! Choose which pieces from this list you want to prepare and let us know by sending an email to [email protected].