Arvo Pärt and Fratres The use of his compositional Tintinnabuli Style

Size: px
Start display at page:

Download "Arvo Pärt and Fratres The use of his compositional Tintinnabuli Style"

Transcription

1 Arvo Pärt and Fratres The use of his compositional Tintinnabuli Style Zachary Payne University of Mary Washington Department of Music Under the direction of Dr. Mark Snyder, Kristen Presley, Dr. David Long, and Dr. Theresa Steward

2 Payne 2 Abstract In this lecture recital, I wish to present the violin concerto Fratres and the piece s composer Arvo Pärt. Pärt s music, specifically Fratres, is an example of modern 20 th century minimalist music. Pärt s minimalist work is unique due to a compositional technique he created called Tintinnabuli. My goal is to demonstrate how his music used his style to create musical sequences inspired by Gregorian chant and sequential chord sets. In my performance of Fratres, my goal is to show how a musical formula and the Tintinnabuli style is used to create sequential patterns and melodies that explore the space Pärt creates with his style. While doing so, I hope to illustrate the unique voice of minimalism Fratres achieves.

3 Payne 3 Table of Contents Page 1: Cover Page Page 2: Abstract Page 3: Table of Contents Page 4: Thesis Statement Page 5: Introduction Page 6: The Tintinnabuli Technique Page 8: Fratres Page 11: Melody, Root and Code Page 13: Use of Tintinnabuli in Fratres Page 16: Conclusion Page 17: References

4 Payne 4 Thesis Arvo Pärt s Fratres uses a musical structured formula and compositional tool called Tintinnabuli. This compositional style, technique, and philosophy is not just a word to describe the sound of Pärt s greatest works, but it showcases tools and techniques that can be learned and applied to composition to create minimalist works that are related to, or emulate, Fratres.

5 Payne 5 Introduction Since the minimalist movement began around the 1960s, the diverse field has become a staple in musical history. As this scope of music continues to grow and vary, new composers create fresh techniques, systems, or philosophies that apply to minimalist music and give later composers not only inspirations, but compositional tools and rules that can be followed to emulate a chosen style, or to create something new. Arvo Pärt, a 20 th and 21 st century composer, wrote and innovated in the field of minimalist music during the early half of his career. 1 Upon first listening, many knowledgeable people in the subject matter might say that his music is reminiscent of American minimalist music due to some shared notes with the style and the seeming nature of the repetition. 2 However, Pärt cannot really be placed in this category. While he created his excellent examples of this style of music, Pärt also created a unique compositional technique known as Tintinnabuli. This compositional technique uses influences from Gregorian chant and medieval heterophony, Stravinsky s liturgical music, as well as his own stylings inspired by his own beliefs on how Tintinnabuli should be perceived. This style can be useful as a tool for study, and for application in the creation of minimalist music. Fratres will be examined to identify how simple structure and symmetry can be combined with tintinnabuli to create beautiful minimalist music Arvo Part s Fratres and his Tintinnabuli Technique, Zivanovic

6 Payne 6 The Tintinnabuli technique Before one can truly observe and understand Fratres, one must understand Tintinnabuli. This technique was created by Pärt himself during the early half of his compositional career for his minimalist work. Pärt himself explains how, When the complex and multifaceted confuse me, I must search for unity. Tintinnabulation is an area I sometimes wander into when I am searching for answers. Pärt then explains how when he searches for this unity, that traces of this perfect thing appear in many guises. He then notes that when observing this unity, everything that is unimportant falls away. Arvo Pärt names and identifies this feeling, and he uses it when he creates his technique, Tintinnabulation is like this The three notes of a triad are like bells, and that is why I call it tintinnabulation. 3 With that explanation, he identifies the technique and resultant affect. This is an affect that replicates in music like the bell tones of wind chimes. The tintinnabuli technique is predominately the use of a single triad. Using influences from Gregorian chant, this technique operates with two to four voices, where each voice is named and traceable. The melodic line is where the main melody is portrayed in this minimalist style. This line typically is monophonic, meaning the voice is always expressed with a single line, and the melody never is portrayed with layers. It usually moves in a predominantly stepwise motion and can be doubled with two separate voices. The held 5 th voice is an optional part, inspired by Gregorian chant, that is occasionally used to provide stability to the piece. The tintinnabuli baseline is the line that shadows the melodic line; however, 3

7 Payne 7 the baseline only uses tones from the chosen triad. The base can be doubled in the voices, and can be located above (Superior) the melody, below(inferior) the melody, and interwoven (alternating) with the melody 4. For example, these are examples of the tintinnabulation with superior, inferior, and interwoven lines with the two main tintinnabuli voices: 4 Arvo Part s Fratres and his Tintinnabuli Technique, Zivanovic

8 Payne 8 Fratres To illustrate a potent use of Tintinnabuli, one must look at Arvo Pärt s compositional work Fratres for violin and piano. Fratres was created as a general melody in 1978, by Arvo Pärt and over the next few years was modified for different ensembles. The version used in this analysis is Fratres für violin und clavier, created in It is for violin and piano. General themes of Fratres are patterns and mirrored symmetry. These themes can be found on the surface of the piece, as well as woven into the structure, pitch cells, and the over arching movement of the piece. Of interesting note for the piano and violin version, is that the piece has a lot of give and take from both players in terms of musical phrasing. This is an interesting deviation from a lot of standard violin works with piano accompaniment. In many pieces, the violin is centerpiece with the piano in a supporting role. In Fratres however, the two parts must play much more like a duet, taking cues from one another and molding their shape of phrasing with the other to get the most precise sound required for the piece. Arvo Pärt utilizes most techniques for virtuosic violin, including Arpeggiated chords, double and triple stops, harmonic chords and col legno as well as requiring the violinist to know much of the range of the fingerboard. Over the piece s running time, a sort of theme and variations is observed. The central theme presented by the violin is followed by eight variations for nine parts total. An example of mirrored symmetry is found in the overall arc of the piece in terms of various intensities. The piece raises in volumetric intensity up until the height of motion and tension at rehearsal number 4 before the center variation at 5. This is the gentle center point of the piece. After the mirror point,

9 Payne 9 the 6 th variation has a similar intensity to the 4 th variation. The piece then weakens in intensity for every following variation. This culminates in the whispered harmonics at the final 9 th variation followed by the barely audible col legno at the piece s end. Some of the various fluxes in intensity besides volumetric intensity, include individual pitch per beat intensity (the upward trend of intensity), and chord dissonance intensity (the declining trend of intensity). The following basic arc shows the basic form for reference. The piece exists within the following eight pitch cell. One can note how the distances between the tones, when spread out C# to C#, are mirrored at the center note of the scale (G). This is another example of the theme of mirrored symmetry. [C# D E F G A Bb C C#] S T S T T S T S Both the main theme, first and the last variation s central pitch is the C#. The entire piece is panmodel, a scale system rooted in tradition. This is where the tonal centers of a piece shift, but they always stay within the pieces 8 pitch cell. The variations have the pitch centers descend by 3rds. 5 All the while the melody is 5

10 Payne 10 shadowed by the major third below the central pitch, creating a harmony. This pattern keeps up until the 8 th variation when the central pitch returns to C# within the pitch cell. Main Theme Central pitch C# C# A F D Bb G E C# Harm. pitch NA A F D Bb G E C# A After the violin solo theme, every variation ends with a piano interlude accentuated by a rolling chord of the open violin strings (a set of 5ths starting on G55). Whenever this segment is played, the previous variation seems to disappear. All leftover tension and momentum that was built up before seems to suddenly clear. Arvo Pärt uses this like a pallet cleanser to clear the listeners mind of the previous variation in preparation for the new variation that follows. The form of this interlude is as follows,

11 Payne 11 The Melody, Root, and Code Looking closely at Fratres reveals a musical formula throughout the piece. This is where the theme of structure can be found. Both the violin and the piano take part in playing the chord tones that act as the foundation of the piece. The root of the formula is a set of four notes. This structure expands before mirroring itself. What is fascinating is that pthe way it expands is set and structural. The formula is so exact even, that it can be represented in a computer assembly language like C++, java, or python. For readings sake, this computer program version of Fratre s underlying formula can be represented in asuedo-code (a form of writing code not using proper syntax, but a very easy to read version of code) using the syntax of C++. Do pitchvalues = [55, 57, 58, 61, 62, 64, 65] home = 4 If mirror = False For(X = 1; X < 4; X++) Y = X Z = X play(pitchvalues[home], length = 2) while(y!= pitchvalues[home]) play(pitchvalues[home-y]) Y = Y + 1 while(z!= pitchvalues[home]) play(pitchvalues[home+z]) Z = Z - 1

12 Payne 12 else play (pitchvalues[home], length = 3) mirror = True for(x = 1; X < 4; X++) Y = pitchvalues[home]) + 1 Z = pitchvalues[home]) - X play(pitchvalues[home], length = 2) while(formula!= 2) while(y!= X) Play(pitchValues[Y]) Y = Y + 1 while(z!= pitchvalues[home]) Play(pitchValues [X]) Z = Z + 1 play(pitchvalues[home], length = 3) mirror = False To help showcase the flow of this formula, one can consult this visual aid. Note that the design here also incorporates the mirror at the exact midway point. This shows how the formula itself follows the theme of mirrored symmetry. This system outlines the basic melodic formula of Fratres in the piano barring some minor variations.

13 Payne 13 Use of Tintinnabuli in Fratres Now that the melody is identified, and the technique is quantified, one can now pick out the use of tintinnabuli within the theme and variations of Fratres. The variations of this piece often use two voices doubling the melodic lines (major thirds apart), as well as two voices doubling the base tintinnabuli line. The opening violin solo uses a sequence of rolling chords in within the pitch cell. The central pitch used within the cell is C#. This is where the melody is established, and it is where the violinist can showcase virtuosic ability. The formula for the melody line of the piece can be found outlined in the lowest pitch of each chord. After the theme suddenly halts with the first interlude cell, the first variation begins. This is where the melodic line and base line of tintinnabuli begin to interact powerfully with a bell like affect.

14 Payne 14 To best illustrate the interactions with the base and melody lines in this variation, one must look to the mid-point of the variation when the melody is mirrored. The violin and alto lines of the part are used to double the tintinnabuli baseline. While the upper lines in each of the pianos hands double the melody major thirds apart. The baseline is in octaves both above and below the melody focused on the main melody. This is a case of superior and inferior tintinnabuli. Both types are in position 2. The second variation begins the interpolation of the tintinnabuli baseline that Pärt will use to add movement and complexity to the variations. Every cell of 4 sixteenth notes devotes the 1 st and 3 rd notes of the cell to the current note in the baseline found in the bottom voice of the right hand of the piano part. The baseline also uses octaves above and below the base note for variations. The type of tintinnabuli is inferior tintinnabuli in 2 nd position according to the types list in the section defining tintinnabuli

15 Payne 15 Variation 4 is the height of the tension that is built up from the opening theme. This height in tension is due to the rapid use of 32 nd notes coupled with the first full forte of the piece. The violin part also has one of the most busy and rich sections that can be found in the tintinnabuli style. The 32 nd notes are an interpolation of the tintinnabuli baseline with more notes similar to the 3 rd movement. However, the extra notes in this case belong to the melody in the central and harmonizing pitches.

16 Payne 16 Conclusion Fratres showcases the effect that what seems like a simple, minimalistic piece, can have on the listener. After examining the tintinnabuli technique Arvo Pärt created, one can see how this effect is achieved by combining new ideas with old. The theme of mirrored symmetry is integral to all aspects of the piece, and can be found in the overall arcs the piece takes, in the arrangement of the piece s pitch cell, and in the code and formula of Fratres. The theme of structure and formula can be found in the theme and in every variation of the piece as the main constant of Fratres. Tintinnabuli is indeed a perfect tool in the belt of minimalist composers seeking to add serenity by simple perfection to their piece. Because when the artistry of the structural symmetry of Fratres combines with the simple perfection tintinnabuli provides, what would be a simple piece comes together as a minimalist marvel.

17 Payne 17 References Score used for study and examples: Arvo Pärt, Fratres für violin und clavier (1980), ue 17274, universal edition Zivanovic.pdf?sequence=1

Music Curriculum Glossary

Music Curriculum Glossary Acappella AB form ABA form Accent Accompaniment Analyze Arrangement Articulation Band Bass clef Beat Body percussion Bordun (drone) Brass family Canon Chant Chart Chord Chord progression Coda Color parts

More information

Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music.

Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music. Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music. 1. The student will analyze the uses of elements of music. A. Can the student

More information

Haydn: Symphony No. 101 second movement, The Clock Listening Exam Section B: Study Pieces

Haydn: Symphony No. 101 second movement, The Clock Listening Exam Section B: Study Pieces Haydn: Symphony No. 101 second movement, The Clock Listening Exam Section B: Study Pieces AQA Specimen paper: 2 Rhinegold Listening tests book: 4 Renaissance Practice Paper 1: 6 Renaissance Practice Paper

More information

Partimenti Pedagogy at the European American Musical Alliance, Derek Remeš

Partimenti Pedagogy at the European American Musical Alliance, Derek Remeš Partimenti Pedagogy at the European American Musical Alliance, 2009-2010 Derek Remeš The following document summarizes the method of teaching partimenti (basses et chants donnés) at the European American

More information

Curriculum Standard One: The student will listen to and analyze music critically, using vocabulary and language of music.

Curriculum Standard One: The student will listen to and analyze music critically, using vocabulary and language of music. Curriculum Standard One: The student will listen to and analyze music critically, using vocabulary and language of music. 1. The student will analyze the uses of elements of music. A. Can the student analyze

More information

M T USIC EACHERS.CO.UK. An analysis of Mozart s piano concerto K488, 1 s t movement. the internet service for practical musicians.

M T USIC EACHERS.CO.UK. An analysis of Mozart s piano concerto K488, 1 s t movement. the internet service for practical musicians. M T USIC EACHERS.CO.UK the internet service for practical musicians. S o n a t a f o r m i n t h e c l a s s i c a l c o n c e r t o : An analysis of Mozart s piano concerto K488, 1 s t movement G a v

More information

44. Jerry Goldsmith Planet of the Apes: The Hunt (opening) (for Unit 6: Further Musical Understanding)

44. Jerry Goldsmith Planet of the Apes: The Hunt (opening) (for Unit 6: Further Musical Understanding) 44. Jerry Goldsmith Planet of the Apes: The Hunt (opening) (for Unit 6: Further Musical Understanding) Background information and performance circumstances Biography Jerry Goldsmith was born in 1929. Goldsmith

More information

Stabat Mater by Arvo Pärt

Stabat Mater by Arvo Pärt Stabat Mater by Arvo Pärt When Arvo Pärt sets words to music, he gives the impression of having entered into the depths of his chosen text and returned to the surface with an entirely fresh impression

More information

by Staff Sergeant Samuel Woodhead

by Staff Sergeant Samuel Woodhead 1 by Staff Sergeant Samuel Woodhead Range extension is an aspect of trombone playing that many exert considerable effort to improve, but often with little success. This article is intended to provide practical

More information

Tonal Polarity: Tonal Harmonies in Twelve-Tone Music. Luigi Dallapiccola s Quaderno Musicale Di Annalibera, no. 1 Simbolo is a twelve-tone

Tonal Polarity: Tonal Harmonies in Twelve-Tone Music. Luigi Dallapiccola s Quaderno Musicale Di Annalibera, no. 1 Simbolo is a twelve-tone Davis 1 Michael Davis Prof. Bard-Schwarz 26 June 2018 MUTH 5370 Tonal Polarity: Tonal Harmonies in Twelve-Tone Music Luigi Dallapiccola s Quaderno Musicale Di Annalibera, no. 1 Simbolo is a twelve-tone

More information

38. Schubert Der Doppelgänger (for Unit 3: Developing Musical Understanding)

38. Schubert Der Doppelgänger (for Unit 3: Developing Musical Understanding) 1 38. Schubert Der Doppelgänger (for Unit 3: Developing Musical Understanding) Background information and performance circumstances Biography Franz Schubert was born in 1797 in Vienna. He died in 1828

More information

Elements of Music - 2

Elements of Music - 2 Elements of Music - 2 A series of single tones that add up to a recognizable whole. - Steps small intervals - Leaps Larger intervals The specific order of steps and leaps, short notes and long notes, is

More information

Active learning will develop attitudes, knowledge, and performance skills which help students perceive and respond to the power of music as an art.

Active learning will develop attitudes, knowledge, and performance skills which help students perceive and respond to the power of music as an art. Music Music education is an integral part of aesthetic experiences and, by its very nature, an interdisciplinary study which enables students to develop sensitivities to life and culture. Active learning

More information

Set Theory Based Analysis of Atonal Music

Set Theory Based Analysis of Atonal Music Journal of the Applied Mathematics, Statistics and Informatics (JAMSI), 4 (2008), No. 1 Set Theory Based Analysis of Atonal Music EVA FERKOVÁ Abstract The article presents basic posssibilities of interdisciplinary

More information

Advanced Placement Music Theory

Advanced Placement Music Theory Page 1 of 12 Unit: Composing, Analyzing, Arranging Advanced Placement Music Theory Framew Standard Learning Objectives/ Content Outcomes 2.10 Demonstrate the ability to read an instrumental or vocal score

More information

Example 1 (W.A. Mozart, Piano Trio, K. 542/iii, mm ):

Example 1 (W.A. Mozart, Piano Trio, K. 542/iii, mm ): Lesson MMM: The Neapolitan Chord Introduction: In the lesson on mixture (Lesson LLL) we introduced the Neapolitan chord: a type of chromatic chord that is notated as a major triad built on the lowered

More information

Largo Adagio Andante Moderato Allegro Presto Beats per minute

Largo Adagio Andante Moderato Allegro Presto Beats per minute RHYTHM Rhythm is the element of "TIME" in music. When you tap your foot to the music, you are "keeping the beat" or following the structural rhythmic pulse of the music. There are several important aspects

More information

Renaissance Polyphony: Theory and Performance

Renaissance Polyphony: Theory and Performance Renaissance Polyphony: Theory and Performance Integrating musicianship, composition, conducting Tanmoy Laskar Designing the course of the Future (2014) "When choirs sing, many hearts beat as one" NPR blog,

More information

Analysis Worksheet Fauré Elegy

Analysis Worksheet Fauré Elegy Analysis Worksheet Fauré Elegy Composer/ Composition Information from analysis How this affects/informs performance Skill, Knowledge, Expression? Gabriel Fauré (1845-1924) pianist and organist, studied

More information

Skills Resources Instructional Strategies. Demonstrate basic tonguing, slide, and sticking technique in Bb and Eb major

Skills Resources Instructional Strategies. Demonstrate basic tonguing, slide, and sticking technique in Bb and Eb major Page 1 of 10 Concert B Unit: Fall (Sept through December) Essential Questions: How do I relate the rhythms I see on a page to a steady pulse? What basic techniques do I need to play any piece of music?

More information

3 against 2. Acciaccatura. Added 6th. Augmentation. Basso continuo

3 against 2. Acciaccatura. Added 6th. Augmentation. Basso continuo 3 against 2 Acciaccatura One line of music may be playing quavers in groups of two whilst at the same time another line of music will be playing triplets. Other note values can be similarly used. An ornament

More information

17. Beethoven. Septet in E flat, Op. 20: movement I

17. Beethoven. Septet in E flat, Op. 20: movement I 17. Beethoven Septet in, Op. 20: movement I (For Unit 6: Further Musical understanding) Background information Ludwig van Beethoven was born in 1770 in Bonn, but spent most of his life in Vienna and studied

More information

Course Outcome Summary

Course Outcome Summary Course Information: Description: Instruction Level: 8 Prerequisites: Textbooks: Course : 8th Grade Band 8th Grade Band is a yearlong major performing organization and is available to all students. 8th

More information

About the melodic organization of Debussy s Prelude Les Tierces Alternées

About the melodic organization of Debussy s Prelude Les Tierces Alternées 2016 Reinier Maliepaard: About the melodic organization of Debussy s Prelude Les Tierces Alternées About the melodic organization of Debussy s Prelude Les Tierces Alternées Although the piano preludes

More information

Augmentation Matrix: A Music System Derived from the Proportions of the Harmonic Series

Augmentation Matrix: A Music System Derived from the Proportions of the Harmonic Series -1- Augmentation Matrix: A Music System Derived from the Proportions of the Harmonic Series JERICA OBLAK, Ph. D. Composer/Music Theorist 1382 1 st Ave. New York, NY 10021 USA Abstract: - The proportional

More information

46. Barrington Pheloung Morse on the Case

46. Barrington Pheloung Morse on the Case 46. Barrington Pheloung Morse on the Case (for Unit 6: Further Musical Understanding) Background information and performance circumstances Barrington Pheloung was born in Australia in 1954, but has been

More information

ST. JOHN S EVANGELICAL LUTHERAN SCHOOL Curriculum in Music. Ephesians 5:19-20

ST. JOHN S EVANGELICAL LUTHERAN SCHOOL Curriculum in Music. Ephesians 5:19-20 ST. JOHN S EVANGELICAL LUTHERAN SCHOOL Curriculum in Music [Speak] to one another with psalms, hymns, and songs from the Spirit. Sing and make music from your heart to the Lord, always giving thanks to

More information

Power Standards and Benchmarks Orchestra 4-12

Power Standards and Benchmarks Orchestra 4-12 Power Benchmark 1: Singing, alone and with others, a varied repertoire of music. Begins ear training Continues ear training Continues ear training Rhythm syllables Outline triads Interval Interval names:

More information

Student Performance Q&A: 2001 AP Music Theory Free-Response Questions

Student Performance Q&A: 2001 AP Music Theory Free-Response Questions Student Performance Q&A: 2001 AP Music Theory Free-Response Questions The following comments are provided by the Chief Faculty Consultant, Joel Phillips, regarding the 2001 free-response questions for

More information

PKUES Grade 10 Music Pre-IB Curriculum Outline. (adapted from IB Music SL)

PKUES Grade 10 Music Pre-IB Curriculum Outline. (adapted from IB Music SL) PKUES Grade 10 Pre-IB Curriculum Outline (adapted from IB SL) Introduction The Grade 10 Pre-IB course encompasses carefully selected content from the Standard Level IB programme, with an emphasis on skills

More information

Stylistic features Antonio Vivaldi: Concerto in D minor, Op. 3 No. 11

Stylistic features Antonio Vivaldi: Concerto in D minor, Op. 3 No. 11 Stylistic features Antonio Vivaldi: Concerto in D minor, Op. 3 No. 11 Piece Structure Tonality Organisation of Pitch Antonio Vivaldi 1678-1741 Concerto in D minor, Op. 3 No. 11 See separate table for details

More information

Joseph Haydn. Symphony 26 Movement 1. A musical analysis

Joseph Haydn. Symphony 26 Movement 1. A musical analysis Joseph Haydn Symphony 26 Movement 1 A musical analysis 1 Introduction... 5 Sources... 5 Instrumental forces... 6 Oboes... 6 Bassoon... 13 Horns in D... Error! Bookmark not defined. Strings... Error! Bookmark

More information

2013 HSC Music 2 Musicology and Aural Skills Marking Guidelines

2013 HSC Music 2 Musicology and Aural Skills Marking Guidelines 2013 HSC Music 2 Musicology and Aural Skills Marking Guidelines Question 1 (a) Outlines the structure in detail 2 Attempts to outline the structure 1 2 bar piano intro Verse 1 (piano & vocal) 4 bar piano

More information

Advanced Orchestra Performance Groups

Advanced Orchestra Performance Groups Course #: MU 26 Grade Level: 7-9 Course Name: Advanced Orchestra Level of Difficulty: Average-High Prerequisites: Teacher recommendation/audition # of Credits: 2 Sem. 1 Credit MU 26 is a performance-oriented

More information

scale of 1 to 6. *Sightread traditional monophonic hymns on their particular instrument. *Play liturgically appropriate literature in class.

scale of 1 to 6. *Sightread traditional monophonic hymns on their particular instrument. *Play liturgically appropriate literature in class. Diocese of Richmond Proficient Level Years 1 & 2 A. VOCAL: KNOWLEDGE AND PERFORMANCE: Sing with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty

More information

3. Berlioz Harold in Italy: movement III (for Unit 3: Developing Musical Understanding)

3. Berlioz Harold in Italy: movement III (for Unit 3: Developing Musical Understanding) 3. Berlioz Harold in Italy: movement III (for Unit 3: Developing Musical Understanding) Background information Biography Berlioz was born in 1803 in La Côte Saint-André, a small town between Lyon and Grenoble

More information

Lesson 9: Scales. 1. How will reading and notating music aid in the learning of a piece? 2. Why is it important to learn how to read music?

Lesson 9: Scales. 1. How will reading and notating music aid in the learning of a piece? 2. Why is it important to learn how to read music? Plans for Terrance Green for the week of 8/23/2010 (Page 1) 3: Melody Standard M8GM.3, M8GM.4, M8GM.5, M8GM.6 a. Apply standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

More information

43. Leonard Bernstein On the Waterfront: Symphonic Suite (opening) (For Unit 6: Further Musical Understanding)

43. Leonard Bernstein On the Waterfront: Symphonic Suite (opening) (For Unit 6: Further Musical Understanding) 43. Leonard Bernstein On the Waterfront: Symphonic Suite (opening) (For Unit 6: Further Musical Understanding) Biography Background Information and Performance Circumstances On the Waterfront was made

More information

Bela Bartok. Background. Song of the Harvest (violin duet)

Bela Bartok. Background. Song of the Harvest (violin duet) Background Bela Bartok (1881-1945) has a distinctive musical style which has its roots in folk music. His compositions range from the aggressively energetic to slow and austere, creating a unique twentieth-century

More information

GCE. Music. Mark Scheme for June Advanced GCE Unit G356: Historical and Analytical Studies in Music. Oxford Cambridge and RSA Examinations

GCE. Music. Mark Scheme for June Advanced GCE Unit G356: Historical and Analytical Studies in Music. Oxford Cambridge and RSA Examinations GCE Music Advanced GCE Unit G356: Historical and Analytical Studies in Music Mark Scheme for June 2013 Oxford Cambridge and RSA Examinations OCR (Oxford Cambridge and RSA) is a leading UK awarding body,

More information

HST 725 Music Perception & Cognition Assignment #1 =================================================================

HST 725 Music Perception & Cognition Assignment #1 ================================================================= HST.725 Music Perception and Cognition, Spring 2009 Harvard-MIT Division of Health Sciences and Technology Course Director: Dr. Peter Cariani HST 725 Music Perception & Cognition Assignment #1 =================================================================

More information

AN ESSAY ON NEO-TONAL HARMONY

AN ESSAY ON NEO-TONAL HARMONY AN ESSAY ON NEO-TONAL HARMONY by Philip G Joy MA BMus (Oxon) CONTENTS A. The neo-tonal triad primary, secondary and tertiary forms wih associated scales B. The dual root Upper and Lower forms. C. Diatonic

More information

Planning for a World Class Curriculum Areas of Learning

Planning for a World Class Curriculum Areas of Learning Planning for a World Class Curriculum Areas of Learning Languages English and MFL Mathematics Mathematics Science and Technology Science, Design Technology and Computing Humanities RE, History and Geography

More information

Outline The Study of Counterpoint from Joseph Fux s Gradus Ad Parnassum. Translated & Edited by Alfred Mann

Outline The Study of Counterpoint from Joseph Fux s Gradus Ad Parnassum. Translated & Edited by Alfred Mann Outline The Study of Counterpoint from Joseph Fux s Gradus Ad Parnassum Translated & Edited by Alfred Mann Compliments of The Reel Score www.thereelscore.com 2 www.thereelscore.com Michael Morangelli Composer

More information

CSC475 Music Information Retrieval

CSC475 Music Information Retrieval CSC475 Music Information Retrieval Symbolic Music Representations George Tzanetakis University of Victoria 2014 G. Tzanetakis 1 / 30 Table of Contents I 1 Western Common Music Notation 2 Digital Formats

More information

Symphony No. 4, I. Analysis. Gustav Mahler s Fourth Symphony is in dialogue with the Type 3 sonata, though with some

Symphony No. 4, I. Analysis. Gustav Mahler s Fourth Symphony is in dialogue with the Type 3 sonata, though with some Karolyn Byers Mr. Darcy The Music of Mahler 15 May 2013 Symphony No. 4, I. Analysis Gustav Mahler s Fourth Symphony is in dialogue with the Type 3 sonata, though with some deformations. The exposition

More information

Chapter 3 ORIENTALISM AS REPRESENTED IN THE SELECTED PIANO WORKS OF CAMILLE SAINT-SAËNS

Chapter 3 ORIENTALISM AS REPRESENTED IN THE SELECTED PIANO WORKS OF CAMILLE SAINT-SAËNS Chapter 3 ORIENTALISM AS REPRESENTED IN THE SELECTED PIANO WORKS OF CAMILLE SAINT-SAËNS In today s American society, it is less conventional to connect the term Orientalism with regions such as North Africa

More information

Student Performance Q&A:

Student Performance Q&A: Student Performance Q&A: 2008 AP Music Theory Free-Response Questions The following comments on the 2008 free-response questions for AP Music Theory were written by the Chief Reader, Ken Stephenson of

More information

TRUMPET CONCERTO IN E flat 3 rd MOVEMENT by HAYDN

TRUMPET CONCERTO IN E flat 3 rd MOVEMENT by HAYDN Secondary 10 PIECES PLUS! TRUMPET CONCERTO IN E flat 3 rd MOVEMENT by HAYDN TEACHER PAGES TRUMPET CONCERTO IN E flat, 3 rd MOVEMENT BY JOSEPH HAYDN http://www.bbc.co.uk/programmes/p034pp7f CONTEXT Haydn

More information

Curriculum Development In the Fairfield Public Schools FAIRFIELD PUBLIC SCHOOLS FAIRFIELD, CONNECTICUT MUSIC THEORY I

Curriculum Development In the Fairfield Public Schools FAIRFIELD PUBLIC SCHOOLS FAIRFIELD, CONNECTICUT MUSIC THEORY I Curriculum Development In the Fairfield Public Schools FAIRFIELD PUBLIC SCHOOLS FAIRFIELD, CONNECTICUT MUSIC THEORY I Board of Education Approved 04/24/2007 MUSIC THEORY I Statement of Purpose Music is

More information

2015 VCE Music Style and Composition examination report

2015 VCE Music Style and Composition examination report 2015 VCE Music Style and Composition examination report General comments The 2015 Music Style and Composition examination consisted of two sections worth a total of 100 marks. Both sections were compulsory.

More information

A GTTM Analysis of Manolis Kalomiris Chant du Soir

A GTTM Analysis of Manolis Kalomiris Chant du Soir A GTTM Analysis of Manolis Kalomiris Chant du Soir Costas Tsougras PhD candidate Musical Studies Department Aristotle University of Thessaloniki Ipirou 6, 55535, Pylaia Thessaloniki email: tsougras@mus.auth.gr

More information

La Salle University MUS 150 Art of Listening Final Exam Name

La Salle University MUS 150 Art of Listening Final Exam Name La Salle University MUS 150 Art of Listening Final Exam Name I. Listening Skill For each excerpt, answer the following questions. Excerpt One: - Vivaldi "Spring" First Movement 1. Regarding the element

More information

7. Stravinsky. Pulcinella Suite: Sinfonia, Gavotta and Vivo

7. Stravinsky. Pulcinella Suite: Sinfonia, Gavotta and Vivo 7. Stravinsky Pulcinella Suite: Sinfonia, Gavotta and Vivo (For Unit 6: Further Musical Understanding) Background information and performance circumstances The Russian composer, Igor Stravinsky wrote the

More information

MUSIC THEORY CURRICULUM STANDARDS GRADES Students will sing, alone and with others, a varied repertoire of music.

MUSIC THEORY CURRICULUM STANDARDS GRADES Students will sing, alone and with others, a varied repertoire of music. MUSIC THEORY CURRICULUM STANDARDS GRADES 9-12 Content Standard 1.0 Singing Students will sing, alone and with others, a varied repertoire of music. The student will 1.1 Sing simple tonal melodies representing

More information

COMPARISON AND ANALYSIS OF THE VIVALDI BASSOON CONCERTO IN C MAJOR, RV 477, AND THE WEBER CONCERTO IN F MAJOR, OP. 75 A CREATIVE PROJECT

COMPARISON AND ANALYSIS OF THE VIVALDI BASSOON CONCERTO IN C MAJOR, RV 477, AND THE WEBER CONCERTO IN F MAJOR, OP. 75 A CREATIVE PROJECT COMPARISON AND ANALYSIS OF THE VIVALDI BASSOON CONCERTO IN C MAJOR, RV 477, AND THE WEBER CONCERTO IN F MAJOR, OP. 75 A CREATIVE PROJECT SUBMITTED TO THE GRADUATE SCHOOL IN PARTIAL FULFILLMENT OF THE REQUIREMENTS

More information

Cell techniques in Anton Webern s Five Pieces for Orchestra, opus 10 no 1 (1913)

Cell techniques in Anton Webern s Five Pieces for Orchestra, opus 10 no 1 (1913) Cell techniques in Anton Webern s Five Pieces for Orchestra, opus 10 no 1 (191) The premiere of Anton Webern s Five Pieces for Orchestra, Op. 10 was on June, 19, over 10 years after its completion, during

More information

OGEHR Festival 2019 Peace by Piece. Rehearsal Notes: Copper B Repertoire

OGEHR Festival 2019 Peace by Piece. Rehearsal Notes: Copper B Repertoire OGEHR Festival 2019 Peace by Piece Rehearsal Notes: Copper B Repertoire General Comments I know many handbell choirs like to have their ringers change position between songs, but I would ask that for this

More information

2011 Music Performance GA 3: Aural and written examination

2011 Music Performance GA 3: Aural and written examination 2011 Music Performance GA 3: Aural and written examination GENERAL COMMENTS The format of the Music Performance examination was consistent with the guidelines in the sample examination material on the

More information

Unit 1 - September Unit 2 - October Unit 3 Nov. / Dec.

Unit 1 - September Unit 2 - October Unit 3 Nov. / Dec. Teacher Name: Height COURSE TITLE/GRADE: Music Theory I 10-12 DEPARTMENT/SUBJECT: Performing Arts / Band Board Approval Date: August 28, 2012 Essential Questions Unit 1 - September Unit 2 - October Unit

More information

Stuart Greenbaum: Chamber Concerto (2008)

Stuart Greenbaum: Chamber Concerto (2008) Stuart Greenbaum: Chamber Concerto (2008) analysis by the composer program note This Chamber Concerto draws on diverse popular music influences and is essentially non programmatic. The first movement is

More information

Calculating Dissonance in Chopin s Étude Op. 10 No. 1

Calculating Dissonance in Chopin s Étude Op. 10 No. 1 Calculating Dissonance in Chopin s Étude Op. 10 No. 1 Nikita Mamedov and Robert Peck Department of Music nmamed1@lsu.edu Abstract. The twenty-seven études of Frédéric Chopin are exemplary works that display

More information

Content Area Course: Chorus Grade Level: Eighth 8th Grade Chorus

Content Area Course: Chorus Grade Level: Eighth 8th Grade Chorus Content Area Course: Chorus Grade Level: Eighth 8th Grade Chorus R14 The Seven Cs of Learning Collaboration Character Communication Citizenship Critical Thinking Creativity Curiosity Unit Titles Vocal

More information

31. Stravinsky Symphony of Psalms: movement III (for Unit 3: Developing Musical Understanding) Background information and performance circumstances

31. Stravinsky Symphony of Psalms: movement III (for Unit 3: Developing Musical Understanding) Background information and performance circumstances 31. Stravinsky Symphony of Psalms: movement III (for Unit 3: Developing Musical Understanding) Igor Stravinsky Background information and performance circumstances In 1910 the Russian composer Igor Stravinsky

More information

Student Performance Q&A:

Student Performance Q&A: Student Performance Q&A: 2012 AP Music Theory Free-Response Questions The following comments on the 2012 free-response questions for AP Music Theory were written by the Chief Reader, Teresa Reed of the

More information

Flow My Tears. John Dowland Lesson 2

Flow My Tears. John Dowland Lesson 2 Flow My Tears John Dowland Lesson 2 Harmony (Another common type of suspension is heard at the start of bar 2, where the lute holds a 7 th (E) above F in the bass and then resolves this dissonance by falling

More information

A collection of classroom composing activities, based on ideas taken from the Friday Afternoons Song Collection David Ashworth

A collection of classroom composing activities, based on ideas taken from the Friday Afternoons Song Collection David Ashworth Friday Afternoons a Composer s guide A collection of classroom composing activities, based on ideas taken from the Friday Afternoons Song Collection David Ashworth Introduction In the latest round of Friday

More information

Readings Assignments on Counterpoint in Composition by Felix Salzer and Carl Schachter

Readings Assignments on Counterpoint in Composition by Felix Salzer and Carl Schachter Readings Assignments on Counterpoint in Composition by Felix Salzer and Carl Schachter Edition: August 28, 200 Salzer and Schachter s main thesis is that the basic forms of counterpoint encountered in

More information

AP MUSIC THEORY 2016 SCORING GUIDELINES

AP MUSIC THEORY 2016 SCORING GUIDELINES 2016 SCORING GUIDELINES Question 7 0---9 points A. ARRIVING AT A SCORE FOR THE ENTIRE QUESTION 1. Score each phrase separately and then add the phrase scores together to arrive at a preliminary tally for

More information

Additional Orchestration Concepts

Additional Orchestration Concepts Additional Orchestration Concepts This brief, online supplement presents additional information related to instrumentation and orchestration, which are covered in Chapter 12 of the text. Here, you will

More information

Greenwich Public Schools Orchestra Curriculum PK-12

Greenwich Public Schools Orchestra Curriculum PK-12 Greenwich Public Schools Orchestra Curriculum PK-12 Overview Orchestra is an elective music course that is offered to Greenwich Public School students beginning in Prekindergarten and continuing through

More information

2013 Music Style and Composition GA 3: Aural and written examination

2013 Music Style and Composition GA 3: Aural and written examination Music Style and Composition GA 3: Aural and written examination GENERAL COMMENTS The Music Style and Composition examination consisted of two sections worth a total of 100 marks. Both sections were compulsory.

More information

Student Performance Q&A:

Student Performance Q&A: Student Performance Q&A: 2010 AP Music Theory Free-Response Questions The following comments on the 2010 free-response questions for AP Music Theory were written by the Chief Reader, Teresa Reed of the

More information

Florida Performing Fine Arts Assessment Item Specifications for Benchmarks in Course: Chorus 2

Florida Performing Fine Arts Assessment Item Specifications for Benchmarks in Course: Chorus 2 Task A/B/C/D Item Type Florida Performing Fine Arts Assessment Course Title: Chorus 2 Course Number: 1303310 Abbreviated Title: CHORUS 2 Course Length: Year Course Level: 2 Credit: 1.0 Graduation Requirements:

More information

September 7, closes /cadences

September 7, closes /cadences Analysis 1 Martijn Hooning September 7, 015 n the following texts you find description and explanation of some analytical terminology short analyses to demonstrate and clarify these terms; music examples

More information

Texas State Solo & Ensemble Contest. May 26 & May 28, Theory Test Cover Sheet

Texas State Solo & Ensemble Contest. May 26 & May 28, Theory Test Cover Sheet Texas State Solo & Ensemble Contest May 26 & May 28, 2012 Theory Test Cover Sheet Please PRINT and complete the following information: Student Name: Grade (2011-2012) Mailing Address: City: Zip Code: School:

More information

Melodic Minor Scale Jazz Studies: Introduction

Melodic Minor Scale Jazz Studies: Introduction Melodic Minor Scale Jazz Studies: Introduction The Concept As an improvising musician, I ve always been thrilled by one thing in particular: Discovering melodies spontaneously. I love to surprise myself

More information

BASIC CONCEPTS AND PRINCIPLES IN MODERN MUSICAL ANALYSIS. A SCHENKERIAN APPROACH

BASIC CONCEPTS AND PRINCIPLES IN MODERN MUSICAL ANALYSIS. A SCHENKERIAN APPROACH Bulletin of the Transilvania University of Braşov Series VIII: Art Sport Vol. 4 (53) No. 1 2011 BASIC CONCEPTS AND PRINCIPLES IN MODERN MUSICAL ANALYSIS. A SCHENKERIAN APPROACH A. PREDA-ULITA 1 Abstract:

More information

2010 HSC Music 2 Musicology and Aural Skills Sample Answers

2010 HSC Music 2 Musicology and Aural Skills Sample Answers 2010 HSC Music 2 Musicology and Aural Skills Sample Answers This document contains sample answers, or, in the case of some questions, answers could include. These are developed by the examination committee

More information

Unit 1 - September Unit 2 - October Unit 3 Nov. / Dec.

Unit 1 - September Unit 2 - October Unit 3 Nov. / Dec. Teacher Name: Height COURSE TITLE/GRADE: Music Theory I 10-12 Questions DEPARTMENT/SUBJECT: Performing Arts / Band Unit 1 - September Unit 2 - October Unit 3 Nov. / Dec. What is a scale? How many notes

More information

2014A Cappella Harmonv Academv Handout #2 Page 1. Sweet Adelines International Balance & Blend Joan Boutilier

2014A Cappella Harmonv Academv Handout #2 Page 1. Sweet Adelines International Balance & Blend Joan Boutilier 2014A Cappella Harmonv Academv Page 1 The Role of Balance within the Judging Categories Music: Part balance to enable delivery of complete, clear, balanced chords Balance in tempo choice and variation

More information

Greeley-Evans School District 6 Year One Beginning Orchestra Curriculum Guide Unit: Instrument Care/Assembly

Greeley-Evans School District 6 Year One Beginning Orchestra Curriculum Guide Unit: Instrument Care/Assembly Unit: Instrument Care/Assembly Enduring Concept: Expression of Music Timeline: Trimester One Student will demonstrate proper care of instrument Why is it important to take care of your instrument? What

More information

Battalia by Heinrich Ignaz Franz Biber CMP Teaching Plan Gary Wolfman

Battalia by Heinrich Ignaz Franz Biber CMP Teaching Plan Gary Wolfman Battalia by Heinrich Ignaz Franz Biber CMP Teaching Plan Gary Wolfman Heinrich Biber (1644-1704) was born in Prague and later spent 24 years in Salzburg serving as Kapellmeister for the Court of the archbishop

More information

MUSIC (MUS) Music (MUS) 1

MUSIC (MUS) Music (MUS) 1 Music (MUS) 1 MUSIC (MUS) MUS 2 Music Theory 3 Units (Degree Applicable, CSU, UC, C-ID #: MUS 120) Corequisite: MUS 5A Preparation for the study of harmony and form as it is practiced in Western tonal

More information

Concert Band and Wind Ensemble

Concert Band and Wind Ensemble Curriculum Development In the Fairfield Public Schools FAIRFIELD PUBLIC SCHOOLS FAIRFIELD, CONNECTICUT Concert Band and Wind Ensemble Board of Education Approved 04/24/2007 Concert Band and Wind Ensemble

More information

2016 HSC Music 1 Aural Skills Marking Guidelines Written Examination

2016 HSC Music 1 Aural Skills Marking Guidelines Written Examination 2016 HSC Music 1 Aural Skills Marking Guidelines Written Examination Question 1 Describes the structure of the excerpt with reference to the use of sound sources 6 Demonstrates a developed aural understanding

More information

OGEHR Festival 2019 Peace by Piece. Rehearsal Notes: Copper A Repertoire

OGEHR Festival 2019 Peace by Piece. Rehearsal Notes: Copper A Repertoire OGEHR Festival 2019 Peace by Piece Rehearsal Notes: Copper A Repertoire Peace in our Time In looking through this piece I couldn t help but notice that the LV markings are a little bit confusing. Please

More information

MELODIC AND RHYTHMIC EMBELLISHMENT IN TWO VOICE COMPOSITION. Chapter 10

MELODIC AND RHYTHMIC EMBELLISHMENT IN TWO VOICE COMPOSITION. Chapter 10 MELODIC AND RHYTHMIC EMBELLISHMENT IN TWO VOICE COMPOSITION Chapter 10 MELODIC EMBELLISHMENT IN 2 ND SPECIES COUNTERPOINT For each note of the CF, there are 2 notes in the counterpoint In strict style

More information

GCSE Music Composing and Appraising Music Report on the Examination June Version: 1.0

GCSE Music Composing and Appraising Music Report on the Examination June Version: 1.0 GCSE Music 42702 Composing and Appraising Music Report on the Examination 4270 June 2014 Version: 1.0 Further copies of this Report are available from aqa.org.uk Copyright 2014 AQA and its licensors. All

More information

Content Area Course: Chorus Grade Level: 9-12 Music

Content Area Course: Chorus Grade Level: 9-12 Music Content Area Course: Chorus Grade Level: 9-12 Music R14 The Seven Cs of Learning Collaboration Character Communication Citizenship Critical Thinking Creativity Curiosity Unit Titles Vocal Development Ongoing

More information

2014 Music Style and Composition GA 3: Aural and written examination

2014 Music Style and Composition GA 3: Aural and written examination 2014 Music Style and Composition GA 3: Aural and written examination GENERAL COMMENTS The 2014 Music Style and Composition examination consisted of two sections, worth a total of 100 marks. Both sections

More information

Descending- and ascending- 5 6 sequences (sequences based on thirds and seconds):

Descending- and ascending- 5 6 sequences (sequences based on thirds and seconds): Lesson TTT Other Diatonic Sequences Introduction: In Lesson SSS we discussed the fundamentals of diatonic sequences and examined the most common type: those in which the harmonies descend by root motion

More information

Musical Acoustics Lecture 15 Pitch & Frequency (Psycho-Acoustics)

Musical Acoustics Lecture 15 Pitch & Frequency (Psycho-Acoustics) 1 Musical Acoustics Lecture 15 Pitch & Frequency (Psycho-Acoustics) Pitch Pitch is a subjective characteristic of sound Some listeners even assign pitch differently depending upon whether the sound was

More information

Unit 1 - September Unit 2 - October Unit 3 Nov. / Dec.

Unit 1 - September Unit 2 - October Unit 3 Nov. / Dec. Teacher Name: Height COURSE TITLE/GRADE: Music Theory II 10-12 DEPARTMENT/SUBJECT: Performing Arts / Band Board Approval Date: August 28, 2012 Essential Questions Unit 1 - September Unit 2 - October Unit

More information

Haydn s Clock Symphony

Haydn s Clock Symphony Haydn s Clock Symphony GCSE AQA Set Work Analysis Revision Guide Haydn Background Franz Joseph Haydn (1732 1809) was an Austrian composer, one of the most important of the classical period. He wrote 107

More information

MUSIC CURRICULM MAP: KEY STAGE THREE:

MUSIC CURRICULM MAP: KEY STAGE THREE: YEAR SEVEN MUSIC CURRICULM MAP: KEY STAGE THREE: 2013-2015 ONE TWO THREE FOUR FIVE Understanding the elements of music Understanding rhythm and : Performing Understanding rhythm and : Composing Understanding

More information

PERFORMING ARTS Curriculum Framework K - 12

PERFORMING ARTS Curriculum Framework K - 12 PERFORMING ARTS Curriculum Framework K - 12 Litchfield School District Approved 4/2016 1 Philosophy of Performing Arts Education The Litchfield School District performing arts program seeks to provide

More information

BARBERSHOP BASICS (All you ever wanted to know about Barbershop, but were afraid to ask.)

BARBERSHOP BASICS (All you ever wanted to know about Barbershop, but were afraid to ask.) Page 1 BARBERSHOP BASICS (All you ever wanted to know about Barbershop, but were afraid to ask.) Barbershop- (WIKIPEDIA) Barbershop vocal harmony, as codified during the barbershop revival era (1940s-

More information

Bar 2: a cadential progression outlining Chords V-I-V (the last two forming an imperfect cadence).

Bar 2: a cadential progression outlining Chords V-I-V (the last two forming an imperfect cadence). Adding an accompaniment to your composition This worksheet is designed as a follow-up to How to make your composition more rhythmically interesting, in which you will have experimented with developing

More information

WHAT IS BARBERSHOP. Life Changing Music By Denise Fly and Jane Schlinke

WHAT IS BARBERSHOP. Life Changing Music By Denise Fly and Jane Schlinke WHAT IS BARBERSHOP Life Changing Music By Denise Fly and Jane Schlinke DEFINITION Dictionary.com the singing of four-part harmony in barbershop style or the music sung in this style. specializing in the

More information