Daniel Pinkham s Christmas Cantata: A Mixture of Ancient and Modern. The career of Daniel Pinkham is at first glance filled with paradox: a

Size: px
Start display at page:

Download "Daniel Pinkham s Christmas Cantata: A Mixture of Ancient and Modern. The career of Daniel Pinkham is at first glance filled with paradox: a"

Transcription

1 Frank Martignetti Daniel Pinkham s Christmas Cantata: A Mixture of Ancient and Modern The career of Daniel Pinkham is at first glance filled with paradox: a harpsichordist, organist and early music specialist who is also very much a composer of the twentieth century. As a composer, Pinkham makes extensive use of tonal resources, but has also written many works using serial techniques and many for electronic tape and organ. Pinkham s music reflects this interest in things both old and new. Daniel Pinkham was born in 1923, in Lynn, Massachusetts, descended from two very old New England families with a history of very progressive political and social views. Pinkham began piano lessons at the age of five, and began studies in organ and music theory at Phillips Andover Academy. At Andover, he also served as school carilloneur, and studied harpsichord and clavichord. He went on to Harvard University where he studied composition primarily with Walter Piston. He also studied harpsichord with several Boston-area teachers before traveling to New York for lessons with the famed Wanda Landowska. In 1948, he formed a violin-harpsichord duet with Robert Brink which concertized and toured widely, and in 1950 became the harpsichordist for the Boston Symphony Orchestra. In 1961, two severe bouts of hepatitis caused Pinkham to give up his concert career and focus more on composition. During and after his time at Harvard, he also studied composition with Aaron Copland, Nadia Boulanger, and Erich Honegger. He was also very strongly influenced by Paul Hindemith s music. Pinkham also studied organ with E. Power Biggs, but insists that he has never mastered the instrument. In 1958, Pinkham was appointed music director of King s Chapel in Boston, a historically very liberal congregation. He has also served as director of the early music program at the New England Conservatory for many years. He continues in both of these posts today. 1 In his dissertation on Pinkham s organ works, Michael Corzine lists several

2 Martignetti 2 characteristics of Pinkham s music, many of which apply to the Christmas Canata. The first is the use of tonality, but a tonality which can change rapidly or be easily obscured. Other general characteristics given are brevity and economy of musical materials, choice of organ registration being left to the performer, lots of interpretative markings in the score, much varying of time signatures and use of hemiola, and a generally linear texture. A careful examination of the Christmas Cantata, focusing specifically on the first movement but also looking at the overall form and other major aspects of the piece reveals many of these general characteristics at work and provides further insight into Pinkham s musical style. The Christmas Cantata is probably Daniel Pinkham s most frequently performed work. He wrote it in 1957 for the New England Conservatory Chorus, which was then conducted by Lorna Cooke devaron. The work is scored for SATB chorus and either brass quartet and organ or brass quartet and brass quintet. The first version seems to be performed more often. It is in three movements and lasts just under ten minutes. The Latin text is taken from the Propers for Christmas Day. Pinkham subtitled the piece Sinfonia Sacra, which according to Pinkham himself...recognizes the `sacred symophonies of Giovanni Gabrieli, which are primarily scored for choir and brass ensemble. 2. The first movement begins boldly, with a G pedal point in the organ and brass choir, followed by the choir and brass on a G minor pentachord. This phrase is sung and played twice, to the text, Shepherds, whom do you see? (m. 1-6). It is obvious that the beginning of the movement involves G as the pitch center. However, despite the use of the G minor pentachord, there is no functional tonal harmony here. The phrase begins on a unison G and spreads out, adding an A, then B-flat, followed by the remaining notes. This gives the listener an effect of a strong, declamatory melodic line, piling up into a wall of sound. This repeated phrase is followed by a second inversion Bb major chord,

3 Martignetti 3 repeated twice, on the text Tell us. Both of these excerpts provide examples of the first major element of Pinkham s style: tonal-sounding materials, but not necessarily functioning in a tonal manner. This is similar to an organ piece analysized by Corzine, the Pastorale. In the Pastorale, the tonality is established by long, loud pedal points. This piece also contains dual tonality, and the second tonality is established in the same way (Corzine 26). The Bb chord lies over a G pedal point and immediately follows the pentachord at the end of the first phrase. This sonority comes out of nowhere, and departs as rapidly as it comes since it is followed by a unison G again in all parts. Later on in the first movement, at the allegro in m. 17, is a passage which gives the listener a clue why Pinkham subtitled this piece Sinfonia Sacra. From m , the voices sing very simple, tonal sounding material, starting out in unison, then going to G major to D minor, giving the impression of Dorian mode (m ), then using an (0257) tetrachord again, which was used previously in m. 3 and 6. In m. 24, this changes to a Bb major chord with a G in it, and in the next measure changes to first D major and then D minor chords. M. 26 could be interpreted as an Am dominant seventh chord with a D thrown in. This leads to a Bb chord, then going to D major. So, the overall structure of the vocal part (and the organ, which doubles it for most of this passage) seems tonal although there is never actually a V-I cadence or similar structural devices (see Example 1): i - I - v - ii 7 - III - V - v. This is not a coherent tonal progression, and any effects of coherence it might provide the listener are ruined by the brass lines which continually interrupt the choir s proclamation of We saw Him who was born. Pinkham does not indicate that this passage should involve a physical separation (the cori spezzazi of Gabrieli) but the resemblance is more then clear. The brass writing in m serves as a fine example of another of the major

4 Martignetti 4 characteristics of Pinkham s music which Corzine gives - a generally linear texture. It is clear here that Pinkham is thinking here more of horizontal line rather then vertical harmony. The trumpets and trombone lines in m. 18 both emphasize the pitch center of G, and end a major second apart under the chorus entrance. The first half of this figure is repeated in m. 20. The next brass entrance, in m. 22, involves the trombones arpeggiating an F major chord, and the trumpets playing a 6-note fragment clearly drawn from the G major scale. This figure is repeated in m Once again the frequent use of major seconds between these two instruments produces an effect of mild dissonance. At m. 30, a four-measure passage for brass and organ only begins, reiterating much of the thematic material already presented in the preceding passage. The alternation between B-flat and B-natural in m seeks to obscure any notion of tonality, while the trombones outline mostly a B-flat major chord. The chorus reenters in unison, singing material which first appeared in m. 17, which implies G minor, while the trombones and organ accompany with a Gm 7 chord (or, alternatively, another B-flat major chord over a G pedal point.. Once again, Pinkham makes use of notes a half step apart in the brass to keep the listener from hearing true tonality. In m , Pinkham once again makes extensive use of half-steps to provide dissonance (C and C-sharp occurring simultaneously, G-sharp and G-natural following each other in the trumpet part, and so on. The brass writing in m grows progressively more dissonant until the full chorus enters in measure 40. For the first time since the opening of the piece, all parts have almost exclusively the same melodic and harmonic material. This continues up to measure 55, when another very lengthy, dissonant brass interlude takes over. This first choral and instrumental passage (m ) uses triadic chords exclusively, except for the passing tones in measure 43. However, a Roman numeral analysis leads almost nothing coherent: I IV II I v I VII VII II. Here is the closest thing seen so far to a V-I cadence, but it is minor v to major I, so the defining leading tone is not present. By the

5 Martignetti 5 end of measure 44, it is clear that the note A is now very important. On the phrase And a chorus of angels, the music alternates between D minor and A major, seemingly setting up a new V-I relationship even though there was no conventional modulation but an abrupt shift. At m. 49, however, this new relationship disappears with the introduction of A minor, followed by G minor in measure 50. This then leads to a passage in B-flat major (m ), then shifting to B-flat minor, and finally ending on an F major/minor chord, since although the chorus sings the major third, the brass and organ play both the major and minor third; another example of Pinkham s use of half steps to obscure an obviously tonal chord. At m. 56, the second long brass interlude begins with the F major/minor hybrid in m. 56 and 57 (in 57, only in the organ part) This passage is some of the most dissonant writing in the piece, and yet many established twentieth century techniques of analysis are of limited use in this passage. Pinkham later wrote serial works, and became known for taking a row, using its transpositions, inversions, retrograde, and retrograde inversions, but harmonizing the row with tonal-sounding sonorities. However, he himself has clearly stated that he did not start writing serial works seriously until about ten years after this piece was written. This passage is most easily examined, like Stravinsky s Rite of Spring as a collection of tonal chords combined together to produce a dissonant sound. Thus, a measure by measure examination of this interlude is necessary. The interlude begins with the F major/minor hybrid, then changing to a C chord over a B-flat pedal in the organ, with a juxtaposition of F and G-flat in the brass - another use of the minor second. (m. 58). This leads to a C-major/minor hybrid in m. 59, which in measure 60 is a mixture of C-major and D-flat-minor; once again, a significant use of half steps. The remainder of this passage in the organ consists of the mixture of a firstinversion B-major chord with the notes E and C-sharp. This changes to an E-major chord

6 Martignetti 6 in measure 63, and the writing is fairly consonant for the rest of the passage. The chorus enters in measure 68, using material from m. 17, and the brass and organ also recycle material from measure 17 in m. 68. Another characteristic of Pinkham s music cited by Corzine is economy of materials used. So much of this first movement is sparse, and here material is reprised in order to emphasize a textual connection; the shepherds have seen he who is born, and their response is alleluia. The chorus rises to the highest tessitura in the piece thus far in measure 72, and during this, the highest (and thus, in performance one of the loudest) sections of the piece so far, the brass and organ are at their most complex and dissonant. While the chorus sings a unison high E, the eighth note motion in the brass is primarily G major/minor (both B-flat and B-natural are used extensively), with a B-flat chord in the organ, (with the F doubled in the brass) plus an E both in the organ and in the trumpet to provide support for the chorus. At measure 75, the piece finally breaks out into joy. here it is clearly in B-flat major until measure 79. Instead of anitphonal effects using the choir and brass, low voices and high voices alternate, supported by the brass and organ all the way. The organ and second trombone provide a B-flat pedal point and the first trumpet supports the melody, while the second trumpet and the top staff of the organ arpeggiate what should be a B-flat chord, but instead a chord consisting of F, B-flat, and E-flat. The E-flat seems to be present solely to clash with the D s is the choral parts. At measure 83, the piece enters B-major. For the first time in this movement, the harmonies imply a completely unambigouous sense of tonic, although Pinkham has arrived there from some ambiguous chord, which here I label a G-dominant seven in measure 82, simply a common-tone modulation using the B found in both chords. The clear, unambiguous sense of B- major lasts for a mere two bars, and the trombone line in m. 85 introduces a multitude of accidentials, and the chorus sings a final, hushed alleluia, and the trumpets come in

7 Martignetti 7 with a B-minor chord which then changes quickly to B-major. So, the first movement is clearly tonal, but although it starts in G and ends in B, it is simply a succession of unrelated tonalities, going from G to B and along the way containing episodes in D, F and B-flat minor. The movement uses tonal harmonies but virtually none of them are actually functional. The overall harmonic structure of the piece is more logical, however: the first movement starts in G and ends in B, and the second movement starts in D-dorian and ends with a D-major chord, and the third movement begins and ends in G-major (the repeating chorus is in G, and the verses start out in G but get more and more mixed as the movement proceeds). So, the large structure of the piece spells out a G-major triad: G, B, D, G. Thus, there is clearly a logic to Pinkham s plan for the piece even though so much of the harmony does not function in a context and phrases and frequent meter changes give the listener a feeling of instability. Although not perhaps as complex as the first movement, the second and third movements both contain much of interest and are worthy of some examination and fairly general comments. The second movement is deliberately medieval-sounding, beginning in the Dorian mode. The text of the second movement, O, great mystery and wonderous sacrament... 3, has been a favorite of composers ever since the Renaissance; de Victoria has written a very famous setting of it. The brass and organ introduction is clearly in the Dorian mode, but upon the first vocal entrance this is altered, with the presence of an F- sharp, : resolving to an F-natural, but then ruined again with an E-flat. Numerous other accidentials keep altering the Dorian mode, but overall, most of the second movement is principally in Dorian, especially the brass parts. All this yields a richly chromatic melody, and drives home a point. Just as Pinkham s later approach to serialism was somewhat relaxed; for example, using a row in his unpublished Prelude and Chaconne (1953) for organ, but using it as a ground bass instead of developing it serially

8 Martignetti 8 (Corzine 102), or frequently leaving out notes in a row, here he is more concerned with the getting the effect he wants across. The effect of Dorian mode is more important to him then actually using strict Dorian mode, and upon first hearing this the first half or so of this movement, the listener is easily convinced that it is in Dorian mode, despite the chromaticism found in the melodic line in particular. The melismatic settings of much of the text, the D pedal point in the organ, and the extensive but not exclusive use of Dorian mode all combine to make this setting of great mystery truly mysterious. The movement gets more and more harmonically complex towards the end (m ), but again returns to the Dorian mode at the end (m ), where it remains truly in the Dorian mode until the addition of the F-sharp in the organ in measure 61. The chord has gone from D-minor to D-major, and the picardy third adds to the modal effect, and, further, provides a dominant for the first chord of the third movement, arguably the first true dominant-tonic cadence in the entire piece. The third movement consists of a repeating chorus, which is the first major use of truly functional tonality in the piece, alternating with verses. The first verse is clearly in G major, but the verses get less and less functionally tonal as the movement goes on. A Roman numeral analysis of the passage following the lament bass which begins the chorus yields the following, with a couple of non-chord tones omitted: I, IV, I, bvii7, V, vi, V, IV, V, I - clearly the longest fully functional tonal progression seen in the work thus far. The first verse, except for one B-flat in the alto (m. 8), is completely in G- major. The second verse begins in E-major - VI to G major, and then modulates quickly through C major, and back to G major. The third and final verse is the most dissonant and complex of the three, beginning on an F major chord, and going through B-major, C- minor, and back to G-major. The final chorus is slightly different from the others, and interestingly enough, ends with an E-flat major chord proceeding to an F-major chord going to a G-major chord. This strange sort of cadence proves extremely effective, and

9 Martignetti 9 is indicative of another element of Pinkham style pointed out by Corzine: that his final cadences are often not dominant-tonic, but instead approach the final tonic in half-steps in several voices (Corzine 63). Here, almost all voices and instruments move a whole step, but the overall effect is somewhat similar. It has been pointed out that Pinkham is an imaginative composer but not an avant-garde composer, although he has used avant-garde techniques. His fascination with the dichotomy and tension between tonality and dissonance is another key element of his style, often adding dissonant non-chord tones to triadic structure (Corzine 263-4). Although the Christmas Cantata is one of his earliest and most conservative published choral works, elements of these two points can be clearly discerned. The work is a staple of beginning college choruses, advanced high school choruses, and large church choirs. It is accessible without being at all bland or reactionary. Pinkham at one point comments on writing for amateur groups, and unlike many composers, does not look down upon that possibility: In many ways, there is an advantage to writing for a civic orchestra, because if they can play it, when an organization like the Boston Symphony takes it, it will sound even better. (Radice 60). In the continuous struggle to find good, challenging repetoire for strong amateur groups, pieces like this are a true blessing. It shows Pinkham s fascination with early music in many ways, due to instrumentation, use of antiphony, modes, and other factors, but is definately a piece which could not have been written prior to the second half of the twentieth century.

10 Martignetti 10. Bibliography Corzine, Michael L. Organ Works of Daniel Pinkham. Rochester; Unpublished DMA dissertation, Eastman School of Music. Johnson, Marlowe W. A Choral Composer for Our Time: Daniel Pinkham. Music: The A.G. O. Magazine (now The American Organist) Vol. 2, No. 6 (1968). Pinkham, Daniel. Notes to Daniel Pinkham: Christmas Cantata, Wedding Cantata, Advent Cantata, Introduction, Nocturne and Rondo, String Quartet. Koch International Classics H1 Pollack, Howard. A Heritage Upheld: Daniel Pinkham. Harvard Composers: Essays on Walter Piston and His Students: from Elliot Carter to Frederic Rzewski. Metuchen, New Jersey: Scarecrow Press, Chapter 9, p Radice, Mark A. An Interview With Daniel Pinkham. The American Organist Vol. 31, No. 8 (1997), p NOTES 1 Howard Pollack, Harvard Composers: Essays on Walter Piston and His Students (Metuchen, New Jersey: Scarecrow Press, 1992), summarized from p Daniel Pinkham, Notes to Daniel Pinkham: Christmas Cantata, Wdding Cantata, Advent Cantata, Introduction, Nocturne and Rondo, String Quartet. Koch International H1. 3 Latin translations are generally my own, since the singable translation provided in the score is often inaccurate.

Course Objectives The objectives for this course have been adapted and expanded from the 2010 AP Music Theory Course Description from:

Course Objectives The objectives for this course have been adapted and expanded from the 2010 AP Music Theory Course Description from: Course Overview AP Music Theory is rigorous course that expands upon the skills learned in the Music Theory Fundamentals course. The ultimate goal of the AP Music Theory course is to develop a student

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

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

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

Study Guide. Solutions to Selected Exercises. Foundations of Music and Musicianship with CD-ROM. 2nd Edition. David Damschroder

Study Guide. Solutions to Selected Exercises. Foundations of Music and Musicianship with CD-ROM. 2nd Edition. David Damschroder Study Guide Solutions to Selected Exercises Foundations of Music and Musicianship with CD-ROM 2nd Edition by David Damschroder Solutions to Selected Exercises 1 CHAPTER 1 P1-4 Do exercises a-c. Remember

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

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

Student Performance Q&A:

Student Performance Q&A: Student Performance Q&A: 2002 AP Music Theory Free-Response Questions The following comments are provided by the Chief Reader about the 2002 free-response questions for AP Music Theory. They are intended

More information

NUMBER OF TIMES COURSE MAY BE TAKEN FOR CREDIT: One

NUMBER OF TIMES COURSE MAY BE TAKEN FOR CREDIT: One I. COURSE DESCRIPTION Division: Humanities Department: Speech and Performing Arts Course ID: MUS 201 Course Title: Music Theory III: Basic Harmony Units: 3 Lecture: 3 Hours Laboratory: None Prerequisite:

More information

Strathaven Academy Music Department. Advanced Higher Listening Glossary

Strathaven Academy Music Department. Advanced Higher Listening Glossary Strathaven Academy Music Department Advanced Higher Listening Glossary Using this Glossary As an Advanced Higher candidate it is important that your knowledge includes concepts from National 3, National

More information

The Baroque Period. Better known today as the scales of.. A Minor(now with a #7 th note) From this time onwards the Major and Minor Key System ruled.

The Baroque Period. Better known today as the scales of.. A Minor(now with a #7 th note) From this time onwards the Major and Minor Key System ruled. The Baroque Period The Baroque period lasted from approximately 1600 1750 The word Baroque is used to describes the highly ornamented style of fashion, art, architecture and, of course Music. It was during

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

Ashton Allan MU 228 Tonality within Aaron Copland s Piano Variations

Ashton Allan MU 228 Tonality within Aaron Copland s Piano Variations Ashton Allan MU 228 Tonality within Aaron Copland s Piano Variations The closest Aaron Copland ever got to atonal music was his 1930 composition, Piano Variations. This work, constructed from twenty independently

More information

abc GCE 2004 June Series Mark Scheme Music (MUS )

abc GCE 2004 June Series Mark Scheme Music (MUS ) GCE 2004 June Series abc Mark Scheme Music (MUS4 6271 ) Mark schemes are prepared by the Principal Examiner and considered, together with the relevant questions, by a panel of subject teachers. This mark

More information

2011 MUSICIANSHIP ATTACH SACE REGISTRATION NUMBER LABEL TO THIS BOX. Part 1: Theory, Aural Recognition, and Musical Techniques

2011 MUSICIANSHIP ATTACH SACE REGISTRATION NUMBER LABEL TO THIS BOX. Part 1: Theory, Aural Recognition, and Musical Techniques External Examination 2011 2011 MUSICIANSHIP FOR OFFICE USE ONLY SUPERVISOR CHECK ATTACH SACE REGISTRATION NUMBER LABEL TO THIS BOX QUESTION BOOKLET 1 19 pages, 21 questions RE-MARKED Wednesday 16 November:

More information

SAMPLE COURSE OUTLINE MUSIC WESTERN ART MUSIC ATAR YEAR 12

SAMPLE COURSE OUTLINE MUSIC WESTERN ART MUSIC ATAR YEAR 12 SAMPLE COURSE OUTLINE MUSIC WESTERN ART MUSIC ATAR YEAR 12 Copyright School Curriculum and Standards Authority, 2015 This document apart from any third party copyright material contained in it may be freely

More information

Chapter 5. Parallel Keys: Shared Tonic. Compare the two examples below and their pentachords (first five notes of the scale).

Chapter 5. Parallel Keys: Shared Tonic. Compare the two examples below and their pentachords (first five notes of the scale). Chapter 5 Minor Keys and the Diatonic Modes Parallel Keys: Shared Tonic Compare the two examples below and their pentachords (first five notes of the scale). The two passages are written in parallel keys

More information

Music Theory. Fine Arts Curriculum Framework. Revised 2008

Music Theory. Fine Arts Curriculum Framework. Revised 2008 Music Theory Fine Arts Curriculum Framework Revised 2008 Course Title: Music Theory Course/Unit Credit: 1 Course Number: Teacher Licensure: Grades: 9-12 Music Theory Music Theory is a two-semester course

More information

BLUE VALLEY DISTRICT CURRICULUM & INSTRUCTION Music 9-12/Honors Music Theory

BLUE VALLEY DISTRICT CURRICULUM & INSTRUCTION Music 9-12/Honors Music Theory BLUE VALLEY DISTRICT CURRICULUM & INSTRUCTION Music 9-12/Honors Music Theory ORGANIZING THEME/TOPIC FOCUS STANDARDS FOCUS SKILLS UNIT 1: MUSICIANSHIP Time Frame: 2-3 Weeks STANDARDS Share music through

More information

27. G. Gabrieli In Ecclesiis (For Unit 6: Further Musical Understanding) Background Information and Performance Circumstances

27. G. Gabrieli In Ecclesiis (For Unit 6: Further Musical Understanding) Background Information and Performance Circumstances 27. G. Gabrieli In Ecclesiis (For Unit 6: Further Musical Understanding) Background Information and Performance Circumstances Giovanni Gabrieli was born in Venice in 1555 and died in 1612. He was one of

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

The Composer s Materials

The Composer s Materials The Composer s Materials Module 1 of Music: Under the Hood John Hooker Carnegie Mellon University Osher Course July 2017 1 Outline Basic elements of music Musical notation Harmonic partials Intervals and

More information

King Edward VI College, Stourbridge Starting Points in Composition and Analysis

King Edward VI College, Stourbridge Starting Points in Composition and Analysis King Edward VI College, Stourbridge Starting Points in Composition and Analysis Name Dr Tom Pankhurst, Version 5, June 2018 [BLANK PAGE] Primary Chords Key terms Triads: Root: all the Roman numerals: Tonic:

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

Example 1. Beethoven, Piano Sonata No. 9 in E major, Op. 14, No. 1, second movement, p. 249, CD 4/Track 6

Example 1. Beethoven, Piano Sonata No. 9 in E major, Op. 14, No. 1, second movement, p. 249, CD 4/Track 6 Compound Part Forms and Rondo Example 1. Beethoven, Piano Sonata No. 9 in E major, Op. 14, No. 1, second movement, p. 249, CD 4/Track 6 You are a pianist performing a Beethoven recital. In order to perform

More information

Music Department Page!1

Music Department Page!1 Music Department Page!1 AH Understanding Music Listening Concepts Name Melody / Harmony Page!2 Words in this section describe what is happening in the melody or tune. The melody can be decorated in various

More information

GRADUATE/ transfer THEORY PLACEMENT EXAM guide. Texas woman s university

GRADUATE/ transfer THEORY PLACEMENT EXAM guide. Texas woman s university 2016-17 GRADUATE/ transfer THEORY PLACEMENT EXAM guide Texas woman s university 1 2016-17 GRADUATE/transferTHEORY PLACEMENTEXAMguide This guide is meant to help graduate and transfer students prepare for

More information

Theory Placement Exam 1

Theory Placement Exam 1 Theory Placement Exam 1 Full Name: This exam begins with melodic and harmonic dictation, and then covers some basic music theory, analysis, and writing skills. I. Melodic Dictation You will hear an excerpt

More information

Assessment Schedule 2017 Music: Demonstrate knowledge of conventions in a range of music scores (91276)

Assessment Schedule 2017 Music: Demonstrate knowledge of conventions in a range of music scores (91276) NCEA Level 2 Music (91276) 2017 page 1 of 8 Assessment Schedule 2017 Music: Demonstrate knowledge of conventions in a range of music scores (91276) Assessment Criteria Demonstrating knowledge of conventions

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

Sgoil Lionacleit. Advanced Higher Music Revision

Sgoil Lionacleit. Advanced Higher Music Revision Sgoil Lionacleit Advanced Higher Music Revision Useful links: http://www.dunblanehsmusic.co.uk/sqa-past-papers.html http://www.educationscotland.gov.uk/nqmusic/advancedhigher/allconcepts.as p HIGHER http://files.snacktools.com/iframes/files.edu.flipsnack.com/iframe/embed.html?hash=fzk52nj1&wmode=opaque&forcewidget=1&t=1457730457

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

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

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

Student Performance Q&A:

Student Performance Q&A: Student Performance Q&A: 2004 AP Music Theory Free-Response Questions The following comments on the 2004 free-response questions for AP Music Theory were written by the Chief Reader, Jo Anne F. Caputo

More information

Course Overview. At the end of the course, students should be able to:

Course Overview. At the end of the course, students should be able to: AP MUSIC THEORY COURSE SYLLABUS Mr. Mixon, Instructor wmixon@bcbe.org 1 Course Overview AP Music Theory will cover the content of a college freshman theory course. It includes written and aural music theory

More information

CHAPTER 14: MODERN JAZZ TECHNIQUES IN THE PRELUDES. music bears the unmistakable influence of contemporary American jazz and rock.

CHAPTER 14: MODERN JAZZ TECHNIQUES IN THE PRELUDES. music bears the unmistakable influence of contemporary American jazz and rock. 1 CHAPTER 14: MODERN JAZZ TECHNIQUES IN THE PRELUDES Though Kapustin was born in 1937 and has lived his entire life in Russia, his music bears the unmistakable influence of contemporary American jazz and

More information

Celebrate Theory. Level 8 Worksheets

Celebrate Theory. Level 8 Worksheets Celebrate Theory Level 8 Worksheets Contents Chords and Harmony... Pg. 3 Form and Analysis... Pg. 11 Intervals... Pg. 14 Keys and Scales... Pg. 20 Melody Writing and Composition... Pg. 23 Pitch and Notation...

More information

CHAPTER ONE TWO-PART COUNTERPOINT IN FIRST SPECIES (1:1)

CHAPTER ONE TWO-PART COUNTERPOINT IN FIRST SPECIES (1:1) HANDBOOK OF TONAL COUNTERPOINT G. HEUSSENSTAMM Page 1 CHAPTER ONE TWO-PART COUNTERPOINT IN FIRST SPECIES (1:1) What is counterpoint? Counterpoint is the art of combining melodies; each part has its own

More information

AP Music Theory Syllabus

AP Music Theory Syllabus AP Music Theory Syllabus Instructor: T h a o P h a m Class period: 8 E-Mail: tpham1@houstonisd.org Instructor s Office Hours: M/W 1:50-3:20; T/Th 12:15-1:45 Tutorial: M/W 3:30-4:30 COURSE DESCRIPTION:

More information

rhinegold education: subject to endorsement by ocr Beethoven: Symphony No. 3 in Eb, Op. 55, Eroica, first movement

rhinegold education: subject to endorsement by ocr Beethoven: Symphony No. 3 in Eb, Op. 55, Eroica, first movement 80 AS/A LEVEL MUSIC STUDY GUIDE Mozart: Symphony No. 41 in C, K. 551 Jupiter Composed in 1788 in Vienna It is not known if the symphony was performed in Mozart s lifetime it was not published until after

More information

AP Music Theory Course Planner

AP Music Theory Course Planner AP Music Theory Course Planner This course planner is approximate, subject to schedule changes for a myriad of reasons. The course meets every day, on a six day cycle, for 52 minutes. Written skills notes:

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

The Baroque Period: The Romantic Era: th & 21st Century Classical Music: 1900-Present day. Course work and revision materials

The Baroque Period: The Romantic Era: th & 21st Century Classical Music: 1900-Present day. Course work and revision materials Course work and revision materials The Baroque Period:1600-1750 The Romantic Era: 1810-1900 20th & 21st Century Classical Music: 1900-Present day www.creativeartsmusic.wordpress.com Name:... Class:...

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

AP Music Theory Curriculum

AP Music Theory Curriculum AP Music Theory Curriculum Course Overview: The AP Theory Class is a continuation of the Fundamentals of Music Theory course and will be offered on a bi-yearly basis. Student s interested in enrolling

More information

Murrieta Valley Unified School District High School Course Outline February 2006

Murrieta Valley Unified School District High School Course Outline February 2006 Murrieta Valley Unified School District High School Course Outline February 2006 Department: Course Title: Visual and Performing Arts Advanced Placement Music Theory Course Number: 7007 Grade Level: 9-12

More information

APPALACHIAN SPRING APPROVED:

APPALACHIAN SPRING APPROVED: TONALITY AND HARMONIC MOTION IN COPLAND'S APPALACHIAN SPRING Russell Todd Rober, B.M. APPROVED: L: /'',,, i 1 Major Professor 2 Minor Professor Committee Member Dean of the College of Music Dean of the

More information

29 Music CO-SG-FLD Program for Licensing Assessments for Colorado Educators

29 Music CO-SG-FLD Program for Licensing Assessments for Colorado Educators 29 Music CO-SG-FLD029-02 Program for Licensing Assessments for Colorado Educators Readers should be advised that this study guide, including many of the excerpts used herein, is protected by federal copyright

More information

Music Theory Fundamentals/AP Music Theory Syllabus. School Year:

Music Theory Fundamentals/AP Music Theory Syllabus. School Year: Certificated Teacher: Desired Results: Music Theory Fundamentals/AP Music Theory Syllabus School Year: 2014-2015 Course Title : Music Theory Fundamentals/AP Music Theory Credit: one semester (.5) X two

More information

Additional Theory Resources

Additional Theory Resources UTAH MUSIC TEACHERS ASSOCIATION Additional Theory Resources Open Position/Keyboard Style - Level 6 Names of Scale Degrees - Level 6 Modes and Other Scales - Level 7-10 Figured Bass - Level 7 Chord Symbol

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

The KING S Medium Term Plan - Music. Y10 LC1 Programme. Module Area of Study 3

The KING S Medium Term Plan - Music. Y10 LC1 Programme. Module Area of Study 3 The KING S Medium Term Plan - Music Y10 LC1 Programme Module Area of Study 3 Introduction to analysing techniques. Learners will listen to the 3 set works for this Area of Study aurally first without the

More information

A Conductor s Perspective of Selected Unaccompanied Works for Mixed Choir by Egil Hovland

A Conductor s Perspective of Selected Unaccompanied Works for Mixed Choir by Egil Hovland A Conductor s Perspective of Selected Unaccompanied Works for Mixed Choir by Egil Hovland A RESEARCH PAPER SUBMITTED TO THE GRADUATE SCHOOL IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE MASTER

More information

Course Syllabus Phone: (770)

Course Syllabus Phone: (770) Alexander High School Teacher: Andy Daniel AP Music Theory E-mail: andy.daniel@douglas.k12.ga.us Course Syllabus 2017-2018 Phone: (770) 651-6152 Course Overview/Objectives: This course is designed to develop

More information

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

15. Corelli Trio Sonata in D, Op. 3 No. 2: Movement IV (for Unit 3: Developing Musical Understanding)

15. Corelli Trio Sonata in D, Op. 3 No. 2: Movement IV (for Unit 3: Developing Musical Understanding) 15. Corelli Trio Sonata in D, Op. 3 No. 2: Movement IV (for Unit 3: Developing Musical Understanding) Background information and performance circumstances Arcangelo Corelli (1653 1713) was one of the most

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

Lesson RRR: Dominant Preparation. Introduction:

Lesson RRR: Dominant Preparation. Introduction: Lesson RRR: Dominant Preparation Introduction: Composers tend to put considerable emphasis on harmonies leading to the dominant, and to apply noteworthy creativity in shaping and modifying those harmonies

More information

Robert Schuman "Novellette in F Major", Opus. 21 no. 1 (Part 1)

Robert Schuman Novellette in F Major, Opus. 21 no. 1 (Part 1) Cleveland State University From the SelectedWorks of Dan Rager 2016 Robert Schuman "Novellette in F Major", Opus. 21 no. 1 (Part 1) Dan Rager Available at: https://works.bepress.com/daniel_rager/35/ Composition

More information

Chopin, Prelude in C minor, Op. 28 and Scriabin, Prelude in C, op. 31, no. 4

Chopin, Prelude in C minor, Op. 28 and Scriabin, Prelude in C, op. 31, no. 4 Frank Martignetti Graduate Theory and Analysis 16-MTHC-802-003 Professor Cahn March 8, 2001 Chopin, Prelude in C minor, Op. 28 and Scriabin, Prelude in C, op. 31, no. 4 When analyzing the harmony of a

More information

J.S. Bach: Cantata Ein feste Burg, BWV 80: Movements 1, 2, 8 (for component 3: Appraising)

J.S. Bach: Cantata Ein feste Burg, BWV 80: Movements 1, 2, 8 (for component 3: Appraising) J.S. Bach: Cantata Ein feste Burg, BWV 80: Movements 1, 2, 8 (for component 3: Appraising) Background information and performance circumstances Johann Sebastian Bach (1685 1750) is widely regarded as one

More information

Five Points of the CMP Model

Five Points of the CMP Model Five Points of the CMP Model Excerpted from Chapter 10: CMP at a Glance Shaping Sound Musicians: An innovative approach to teaching comprehensive musicianship through performance GIA Publications, Inc.,

More information

SAMPLE COURSE OUTLINE MUSIC WESTERN ART MUSIC ATAR YEAR 11

SAMPLE COURSE OUTLINE MUSIC WESTERN ART MUSIC ATAR YEAR 11 SAMPLE COURSE OUTLINE MUSIC WESTERN ART MUSIC ATAR YEAR 11 Copyright School Curriculum and Standards Authority, 2014 This document apart from any third party copyright material contained in it may be freely

More information

Theory Bowl. Round 3: Harmony, Voice Leading and Analysis

Theory Bowl. Round 3: Harmony, Voice Leading and Analysis Theory Bowl Round 3: Harmony, Voice Leading and Analysis 1) Which of the following answers would be an example of the Mixolydian mode? 6) Which Roman numeral analysis below correctly identifies the progression

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

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

UNIVERSITY COLLEGE DUBLIN NATIONAL UNIVERSITY OF IRELAND, DUBLIN MUSIC

UNIVERSITY COLLEGE DUBLIN NATIONAL UNIVERSITY OF IRELAND, DUBLIN MUSIC UNIVERSITY COLLEGE DUBLIN NATIONAL UNIVERSITY OF IRELAND, DUBLIN MUSIC SESSION 2000/2001 University College Dublin NOTE: All students intending to apply for entry to the BMus Degree at University College

More information

MUSIC PERFORMANCE: SOLO

MUSIC PERFORMANCE: SOLO SUPERVISOR TO ATTACH PROCESSING LABEL HERE Figures Words STUDENT NUMBER Letter Victorian Certificate of Education 2001 MUSIC PERFORMANCE: SOLO Aural and written examination Friday 16 November 2001 Reading

More information

NUMBER OF TIMES COURSE MAY BE TAKEN FOR CREDIT: One

NUMBER OF TIMES COURSE MAY BE TAKEN FOR CREDIT: One I. COURSE DESCRIPTION Division: Humanities Department: Speech and Performing Arts Course ID: MUS 202 Course Title: Music Theory IV: Harmony Units: 3 Lecture: 3 Hours Laboratory: None Prerequisite: Music

More information

ZGMTH. Zeitschrift der Gesellschaft für Musiktheorie

ZGMTH. Zeitschrift der Gesellschaft für Musiktheorie ZGMTH Zeitschrift der Gesellschaft für Musiktheorie Stefan Eckert»Sten Ingelf, Learn from the Masters: Classical Harmony, Hjärup (Sweden): Sting Music 2010«ZGMTH 10/1 (2013) Hildesheim u. a.: Olms S. 211

More information

AP Music Theory Syllabus CHS Fine Arts Department

AP Music Theory Syllabus CHS Fine Arts Department 1 AP Music Theory Syllabus CHS Fine Arts Department Contact Information: Parents may contact me by phone, email or visiting the school. Teacher: Karen Moore Email Address: KarenL.Moore@ccsd.us Phone Number:

More information

AP MUSIC THEORY STUDY GUIDE Max Kirkpatrick 5/10/08

AP MUSIC THEORY STUDY GUIDE Max Kirkpatrick 5/10/08 AP MUSIC THEORY STUDY GUIDE Max Kirkpatrick 5/10/08 FORM- ways in which composition is shaped Cadence- a harmonic goal, specifically the chords used at the goal Cadential extension- delay of cadence by

More information

Bartók s variations of The Romanian Christmas Carols

Bartók s variations of The Romanian Christmas Carols McMaster Music Analysis Colloquium vol. 4, 2005, pp. 85-96 Bartók s variations of The Romanian Christmas Carols MIHAELA IRINA Introduction Starting in 1907, Béla Bartók (1881-1945) begins to collect Romanian

More information

A MASTER'S EDWARD MEREDITH REPORT. submitted in partial fulfillment of the. requirements for the degree MASTER OF SCIENCE. Department of Music

A MASTER'S EDWARD MEREDITH REPORT. submitted in partial fulfillment of the. requirements for the degree MASTER OF SCIENCE. Department of Music ' AN ANALYSIS OF THE LINEAL STRUCTURE OF THE FINALE MOVEMENT OF STRAVINSKY'S OCTET FOR WIND INSTRUMENTS by KEITH EDWARD MEREDITH B. S., Kansas State University, 1965 A MASTER'S REPORT submitted in partial

More information

A.P. Music Theory Class Expectations and Syllabus Pd. 1; Days 1-6 Room 630 Mr. Showalter

A.P. Music Theory Class Expectations and Syllabus Pd. 1; Days 1-6 Room 630 Mr. Showalter Course Description: A.P. Music Theory Class Expectations and Syllabus Pd. 1; Days 1-6 Room 630 Mr. Showalter This course is designed to give you a deep understanding of all compositional aspects of vocal

More information

Notes for Instructors Using MacGAMUT with Listen and Sing

Notes for Instructors Using MacGAMUT with Listen and Sing 1 Notes for Instructors Using MacGAMUT with Listen and Sing Listen and Sing: Lessons in Ear-Training and Sight Singing by David Damschroder Published by Schirmer / Cengage Learning For more information

More information

Working with unfigured (or under-figured) early Italian Baroque bass lines

Working with unfigured (or under-figured) early Italian Baroque bass lines Working with unfigured (or under-figured) early Italian Baroque bass lines The perennial question in dealing with early Italian music is exactly what figures should appear under the bass line. Most of

More information

Complexity. Listening pleasure. Xiao Yun Chang MIT 21M.011 Essay 3 December

Complexity. Listening pleasure. Xiao Yun Chang MIT 21M.011 Essay 3 December Xiao Yun MIT 21M.011 Essay 3 December 6 2013 Complexity Stravinsky, The Rite of Spring, Part I, first half Schoenberg, Pierrot Lunaire, Songs 18 and 21 Webern, Symphony, Opus 21, Movement 2 Berg, Wozzeck,

More information

Unit 5b: Bach chorale (technical study)

Unit 5b: Bach chorale (technical study) Unit 5b: Bach chorale (technical study) The technical study has several possible topics but all students at King Ed s take the Bach chorale option - this unit supports other learning the best and is an

More information

2017 Music. Advanced Higher. Finalised Marking Instructions

2017 Music. Advanced Higher. Finalised Marking Instructions National Qualifications 2017 2017 Music Advanced Higher Finalised Marking Instructions Scottish Qualifications Authority 2017 The information in this publication may be reproduced to support SQA qualifications

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

GCSE Music Revision Guide Edexcel Music. Name... Class... LG...

GCSE Music Revision Guide Edexcel Music. Name... Class... LG... GCSE Music Revision Guide Edexcel Music Name... Class... LG... Contents Success criteria...3 Area of Study 1- facts...4 Handel...5 Mozart...6 Chopin...7 Area of Study 2- facts...8 Schoenberg...9 Bernstein...10

More information

ILLINOIS LICENSURE TESTING SYSTEM

ILLINOIS LICENSURE TESTING SYSTEM ILLINOIS LICENSURE TESTING SYSTEM FIELD 143: MUSIC November 2003 Illinois Licensure Testing System FIELD 143: MUSIC November 2003 Subarea Range of Objectives I. Listening Skills 01 05 II. Music Theory

More information

Lesson One. New Terms. a note between two chords, dissonant to the first and consonant to the second. example

Lesson One. New Terms. a note between two chords, dissonant to the first and consonant to the second. example Lesson One Anticipation New Terms a note between two chords, dissonant to the first and consonant to the second example Suspension a non-harmonic tone carried over from the previous chord where it was

More information

AP Music Theory Syllabus Music Theory I Syllabus Cypress Lake Center for the Arts Gary Stroh, instructor School Year

AP Music Theory Syllabus Music Theory I Syllabus Cypress Lake Center for the Arts Gary Stroh, instructor School Year AP Music Theory Syllabus Music Theory I Syllabus Cypress Lake Center for the Arts Gary Stroh, instructor 2015-2016 School Year Course Overview AP Music Theory is a course designed to develop student skills

More information

SAMPLE ASSESSMENT TASKS MUSIC WESTERN ART MUSIC ATAR YEAR 11

SAMPLE ASSESSMENT TASKS MUSIC WESTERN ART MUSIC ATAR YEAR 11 SAMPLE ASSESSMENT TASKS MUSIC WESTERN ART MUSIC ATAR YEAR 11 Copyright School Curriculum and Standards Authority, 2014 This document apart from any third party copyright material contained in it may be

More information

54. The Beatles A Day in the Life (for Unit 3: Developing Musical Understanding) Background information and performance circumstances

54. The Beatles A Day in the Life (for Unit 3: Developing Musical Understanding) Background information and performance circumstances 54. The Beatles A Day in the Life (for Unit 3: Developing Musical Understanding) Background information and performance circumstances A Day in the Life is the concluding track of the Beatles 1967 album,

More information

AP Music Theory COURSE OBJECTIVES STUDENT EXPECTATIONS TEXTBOOKS AND OTHER MATERIALS

AP Music Theory COURSE OBJECTIVES STUDENT EXPECTATIONS TEXTBOOKS AND OTHER MATERIALS AP Music Theory on- campus section COURSE OBJECTIVES The ultimate goal of this AP Music Theory course is to develop each student

More information

Serial Composition. Background

Serial Composition. Background Background Serial compositions are based on a row that the composer decides upon in advance. To create a serial row, the composer places all twelve notes of the chromatic scale in an order of her choosing,

More information

Brahms Piano Quintet in F minor - 3 rd Movement (For Unit 3: Developing Musical Understanding)

Brahms Piano Quintet in F minor - 3 rd Movement (For Unit 3: Developing Musical Understanding) Brahms Piano Quintet in F minor - 3 rd Movement (For Unit 3: Developing Musical Understanding) Background information and performance circumstances Biography Johannes Brahms was born in Hamburg, Germany

More information

AP Music Theory Policies and Procedures

AP Music Theory Policies and Procedures 7/20/18 To 2018-19 Mountain View H.S. A.P. Music Theory Students and Parents: Welcome back from your summer break! I hope you ve enjoyed your time away working, playing, and spending time with your families.

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

Class 12, Fri. 2/10 Objectives: Increase speed and accuracy of melodic, rhythmic, and

Class 12, Fri. 2/10 Objectives: Increase speed and accuracy of melodic, rhythmic, and Syllabus: Advanced Solfege II Advanced Solfege II, 57-186, Spring 2012 10:30 A.M., Room 102 C.F.A. Class 1, Mon.1/16 World drumming - ensembles and improvisation Complete student information forms. Objectives:

More information

LESSON 1 PITCH NOTATION AND INTERVALS

LESSON 1 PITCH NOTATION AND INTERVALS FUNDAMENTALS I 1 Fundamentals I UNIT-I LESSON 1 PITCH NOTATION AND INTERVALS Sounds that we perceive as being musical have four basic elements; pitch, loudness, timbre, and duration. Pitch is the relative

More information

Chapter 13. The Symphony

Chapter 13. The Symphony Chapter 13 The Symphony!1 Key Terms symphony sonata form exposition first theme bridge second group second theme cadence theme development retransition recapitulation coda fragmentation theme

More information

Lesson One. New Terms. Cambiata: a non-harmonic note reached by skip of (usually a third) and resolved by a step.

Lesson One. New Terms. Cambiata: a non-harmonic note reached by skip of (usually a third) and resolved by a step. Lesson One New Terms Cambiata: a non-harmonic note reached by skip of (usually a third) and resolved by a step. Echappée: a non-harmonic note reached by step (usually up) from a chord tone, and resolved

More information

Comprehensive Course Syllabus-Music Theory

Comprehensive Course Syllabus-Music Theory 1 Comprehensive Course Syllabus-Music Theory COURSE DESCRIPTION: In Music Theory, the student will implement higher-level musical language and grammar skills including musical notation, harmonic analysis,

More information

The Composer s Materials

The Composer s Materials The Composer s Materials Module 1 of Music: Under the Hood John Hooker Carnegie Mellon University Osher Course September 2018 1 Outline Basic elements of music Musical notation Harmonic partials Intervals

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