Overview of Medieval Music Notation

Similar documents
Middle School Vocal Music

Northeast High School AP Music Theory Summer Work Answer Sheet

RHYTHM. Simple Meters; The Beat and Its Division into Two Parts

How to Read Music. 1. What is a beat? a. When thinking about a beat, think about your i. What three words describe a beat?

Central Valley School District Music 1 st Grade August September Standards August September Standards

Music Curriculum Maps Revised 2016 KINDERGARTEN

Elementary Music Curriculum Objectives

Beat - The underlying, evenly spaced pulse providing a framework for rhythm.

BAND Grade 7. NOTE: Throughout this document, learning target types are identified as knowledge ( K ), reasoning ( R ), skill ( S ), or product ( P ).

Keys: identifying 'DO' Letter names can be determined using "Face" or "AceG"

Westbrook Public Schools Westbrook Middle School Chorus Curriculum Grades 5-8

AP Music Theory. Sample Student Responses and Scoring Commentary. Inside: Free Response Question 1. Scoring Guideline.

Student Performance Q&A:

AP Music Theory Assignment

Archdiocese of Washington Catholic Schools Academic Standards Music

AP MUSIC THEORY SUMMER ASSIGNMENT AP Music Theory Students and Parents,

MUSIC THEORY. The notes are represented by graphical symbols, also called notes or note signs.

Plainchant activities

Grade 4 General Music

Eighth Grade Music Curriculum Guide Iredell-Statesville Schools

A Review of Fundamentals

Grade 4 General Music

Indiana Music Standards

CHOIR Grade 6. Benchmark 4: Students sing music written in two and three parts.

Shrewsbury Borough School Visual and Performing Arts Curriculum 2012 Music Kindergarten

AP MUSIC THEORY 2016 SCORING GUIDELINES

Written Piano Music and Rhythm

K-5 Music Curriculum

Voice : Review posture, breath, tone, basic vowels. Theory: Review rhythm, beat, note values, basic notations, other basic terms

Grade 3 General Music

PITCH & THE RECORDER. Year 7 Music. Pitch & The Recorder CLANCY CATHOLIC COLLEGE CREATIVE AND PERFORMING ARTS FACULTY

MMS 8th Grade General Music Curriculum

Dividing Notes: Division with Fractions

Formative Assessment Plan

Student Performance Q&A:

Classroom. Chapter 1: Lesson 6

PRIMARY MUSIC CURRICULUM MAP

Linden Waldorf School THIRD GRADE CURRICULUM OVERVIEW

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

1 OVERVIEW. Writing Rhythms. Episode 11. Putting notes and rests together in a measure. Vocabulary. Unit 1 Music Theory LESSON OBJECTIVES

Students who elect to take a music class at the middle school level know and are able to do everything required in earlier grades and:

Music Curriculum Kindergarten

Enduring Understanding. Resources/ Mentors/ Texts. Essential. How do musicians. Spring Lake High School Curriculum Map 9 th -12th Grade Vocal Music

FUNDAMENTAL MUSICIANSHIP BATTERY Level One

Essentials Skills for Music 1 st Quarter

NON-NEGOTIBLE EVALUATION CRITERIA

In Grade 8 Module One, Section 2 candidates are asked to be prepared to discuss:

Student Performance Q&A:

ADVANCED STUDY GUIDE

Grade 3 General Music

General Music. The following General Music performance objectives are integrated throughout the entire course: MUSIC SKILLS

Shrewsbury Borough School Visual and Performing Arts Curriculum 2012 Music Grade 1

Course Outcome Summary

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?

I) Documenting Rhythm The Time Signature

Alexander County Schools

Music Curriculum Glossary

Music. Last Updated: May 28, 2015, 11:49 am NORTH CAROLINA ESSENTIAL STANDARDS

Standard 1 PERFORMING MUSIC: Singing alone and with others

Indiana Music Standards

Florida Performing Fine Arts Assessment Item Specifications for Benchmarks in Course: Music Grade Two

F. LESSON PLAN TO ACTIVATE PRIOR KNOWLEDGE. MANCHESTER COLLEGE Department of Education Lesson by: Kaitlin Hughes

Basic Music Theory Resource Book and Worksheets, by Rodolfo Gonzalez, Ed. D., Basic Music Theory Resource Book And Worksheets PREVIEW

COURSE: Chorus GRADE(S): 9, 10, 11, 12. UNIT: Vocal Technique

General Music. The following General Music performance objectives are integrated throughout the entire course: MUSIC SKILLS

Curriculum Catalog

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

2nd Grade Music Music

Greenwich Music Objectives Grade 3 General Music

PASADENA INDEPENDENT SCHOOL DISTRICT Fine Arts Teaching Strategies

MILLSTONE TOWNSHIP SCHOOL DISTRICT MUSIC CURRICULUM GRADE: FIRST

Music 1. the aesthetic experience. Students are required to attend live concerts on and off-campus.

INTERMEDIATE STUDY GUIDE

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

Indiana s Academic Standards MUSIC

use individual notes, chords, and chord progressions to analyze the structure of given musical selections. different volume levels.

Music Standards for Band. Proficient Apply instrumental technique (e.g., fingerings, bowings, stickings, playing position, tone quality, articulation)

Visual Arts, Music, Dance, and Theater Personal Curriculum

MUSIC IN TIME. Simple Meters

3rd Grade Music Music

2013 Assessment Report. Music Level 1

Intermediate Concert Band

Curriculum Mapping Piano and Electronic Keyboard (L) Semester class (18 weeks)

SENECA VALLEY SCHOOL DISTRICT CURRICULUM

Preface. Ken Davies March 20, 2002 Gautier, Mississippi iii

Grade 2 Music. Content Skills Learning Targets Standards Assessment Resources & Technology CEG. A1. Teacher MUSIC? on classroom percussion

APPENDIX A: ERRATA TO SCORES OF THE PLAYER PIANO STUDIES

By the end of Grade 5 students know and are able to do everything required in earlier grades and: Sing independently and expressively.

Student Performance Q&A:

ORCHESTRA Grade 5 Course Overview:

Primo Theory. Level 7 Revised Edition. by Robert Centeno

University of Western Ontario Don Wright Faculty of Music Kodaly Summer Music Course KODÁLY Musicianship Level I SYLLABUS

Music Strands of Progression Strand A: Elements of Music. Year One Year Two Year Three Elements of Music

Grade 2 Music Curriculum Maps

Grade Five. MyMusicTheory.com. Music Theory PREVIEW: Course, Exercises & Answers. (ABRSM Syllabus) BY VICTORIA WILLIAMS BA MUSIC

Oak Bay Band MUSIC THEORY LEARNING GUIDE LEVEL IA

NORTHERN REGION MIDDLE SCHOOL FESTIVAL VOCAL REQUIREMENTS Read carefully, some items may have changed

MUSIC (MUS) Music (MUS) 1

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

1. Label all of the pitches in figure P1.1, for all four clefs.

Transcription:

Overview of Medieval Music Notation In medieval notation, the staff only had 4 lines. The note represented by these lines could change based on the clef. The C cleft looks like a C, and the F clef looks similar but has a note with a downward tail behind it. The line the clef is on represents the line that has the pitch value of the clef (either C or F). In the below example, by Nigel Horne (2014), the same notes F, G, A are represented on a C clef and an F clef. Lines and spaces work the same way as they do in modern notation, which each line or space representing the next note in the scale. C clef. The top line is a C. F clef. The 3 rd line is an F. The clef of a piece may change on each line. For example, in the original manuscript for Au Renouvel du Tens, the C clef is used. In the first line shown below, it appears on the second line from the top. In the next line, it appears on the 3 rd line from the top. As there were only 4 lines to work with, and notes never went off the staff (such as in modern notation using ledger lines), the moving clef allowed the composer to notate music in a way that allowed the music to stay within the staff. (Horne, 2014) C clefs on different lines Note values were notated based on the shape of the head of the note and whether or not it had a stem. These were called double-long, long, breve, and semi-breve. Each is valued at a 2:1 or 3:1 ratio with the next note in line based on the mode of the music. (Horne, 2014) Picture from (Horne, 2014) In this piece, only one type of note, called a long, was used in the notation. Thus, the mode ratio between the other notes does not come into play in determining the note values and rhythm

of the piece. This was common in pieces that were not written in mensural notation (a later form of notation used in French music that notated rhythms) and instead based the rhythm of the piece on the stress pattern of the language (Parrish, 1978). In trouvère melodies written in this style, the rhythm is determined based on the stress pattern of the language. Most importantly, the rhyming syllable should always coincide with the first note of the rhythmic pattern. Then, if the predominant stress pattern is on odd-numbered syllables, the rhythm will be a basic 2:1 repeated melody (such as half note followed by quarter note notated in 3/4 time, or a quarter note followed by an eighth note in 6/8 time, left). If the stress falls predominately on odd syllables, the rhythm will be 1:2 (quarter note followed by half note, or eighth note followed by half note, right) (Parrish, 1978). Stress on odd syllables Stress of even syllables An addition rhythmic element in medieval music notation is note groups. Note groups were sets of notes that are written together on the staff and represent movement of the melody on a single syllable. For example. While there are many types of note groups, they are generally written with the heads of the notes touching and the order in which the notes appear are the order in which you sing the notes for the syllable. Note groups could consist of two, three, or four notes. In Au Renouvel du Tens, only one type of note group is used, called a Clivis, and it represents two notes sung in a descending order to the same syllable. (Horne, 2014) The top note (D) would be sung followed by the bottom note (C) to one syllable of lyric (Horne, 2014) A Clivis in the manuscript Lastly, straight lines up and down in the text were used to denote the end of a poetic line, and thus delineate sections in the music. (Leach, 2016) of text The end of the first line

Additional notes on Rhythm In notating the music, rhythm is determined by word stress. Stress in French tends to fall on word final syllables and function words in languages tend to be unstressed in phrases. The rhyming words that fall on the final note of a phrase should fall on the first note of the rhythmic pattern (Parrish, 1978). Multiple syllables words usually have a secondary stress, and generally stressed syllables do not fall next to each other. Thus, in a three syllable word, assume a stress-unstress-stress pattern. Pronunciation: French in the 14 th Century The 14 th century was a time of change for the French language. Old French, also called ancien français or langue d oil was the language of Northern France from the 9 th to 13 th Century (as opposed to the langue d oc, or Occitan, the language of Southern France). The 14 th Century started a transitional period between Old French and Modern French lasting until the 17 th century. This transitional period is referred to as Middle French, or moyen français. (French Orthography, 2016) Old French was a language composed of many regional dialects including Picardy, Normandy, Ile de France, Lorraine, Anjou, Poitou, Bourgundy, and Berry. During this time period, some areas retained features of Old French up until the modern era, while other features changed quickly. (Bauer, 2014) Thus, it is difficult to pinpoint exactly which phonetic features existed in the language at a specific time period and thus determining pronunciation is based on broad categorization of sound changes. In general, old languages were written down exactly how they sounded. Silent letters entered orthography in languages due to pronunciation changes after spelling had become traditional or formalized. Thus, the pronunciation of Old French was accurately reflected in the written letters on the page. However, by the 13 th century spellings in Old French had become traditional and only texts written or copied by uneducated people continued to reflect new sounds with any accuracy (McGee, 2004). Thus, the spelling is a baseline for pronunciation, but silent letters and sound changes had begun to enter Old French and tools such as rhyme, meter, and borrowed words must be used to guestimate the pronunciation of Old and Middle French at any given time (McGee, 2004). References Bauer, B. L. (2014, May 13). Old French Online. Retrieved from Linguistics Research Center: http://www.utexas.edu/cola/centers/lrc/eieol/ofrol-0-x.html French Orthography. (2016). Retrieved from World Public Library: http://www.worldlibrary.org/articles/french_orthography Horne, N. (2014). The Written Notation of Medieval Music. Retrieved from Dolmetsch Online: http://www.dolmetsch.com/medieval.pdf Leach, E. E. (2016). Fourteenth-Century French Notation. Retrieved from DIAMM Moodle at the Faculty of Music, University of Oxford: http://diamm.nsms.ox.ac.uk/moodle/ McGee, T. J. (Ed.). (2004). Singing Early Music: The Pronunciation of European Languages in the Late Middle Ages and Renaissance. Bloomington, IN: First Indiana University Press. Parrish, C. (1978). The Notation of Medieval Music. New York: Pendragon Press.

Pronunciation chart from Singing Early Music (McGee, 2004)