Process and Design in Similar Motion by Philip Glass. Dr. Justin Henry Rubin

Similar documents
The Practice Room. Learn to Sight Sing. Level 3. Rhythmic Reading Sight Singing Two Part Reading. 60 Examples

The Practice Room. Learn to Sight Sing. Level 2. Rhythmic Reading Sight Singing Two Part Reading. 60 Examples

Paper Reference. Paper Reference(s) 1426/03 Edexcel GCSE Music Paper 3 Listening and Appraising. Monday 22 May 2006 Afternoon Time: 1 hour 30 minutes

Unit Outcome Assessment Standards 1.1 & 1.3

Ligeti. Continuum for Harpsichord (1968) F.P. Sharma and Glen Halls All Rights Reserved

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

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

Assessment Schedule 2017 Music: Demonstrate knowledge of conventions used in music scores (91094)

APPENDIX A: ERRATA TO SCORES OF THE PLAYER PIANO STUDIES

HORNS SEPTEMBER 2014 JAZZ AUDITION PACKET. Audition Checklist: o BLUES SCALES: Concert Bb and F Blues Scales. o LEAD SHEET/COMBO TUNE: Tenor Madness

Unit Credit Value: 6 GLH: 42 AIM Awards Unit Code: LF1/L3/EA/003 Unique Reference R/500/5643

ASD JHS CHOIR ADVANCED TERMS & SYMBOLS ADVANCED STUDY GUIDE Level 1 Be Able To Hear And Sing:

Intermediate Midpoint Level 3

The Ambiguity of the dotted eighth-note

Power Standards and Benchmarks Orchestra 4-12

CHAPTER CHAPTER CHAPTER CHAPTER CHAPTER CHAPTER CHAPTER CHAPTER CHAPTER 9...

Preview Only. Legal Use Requires Purchase. Moondance JAZZ. Words and Music by VAN MORRISON Arranged by VICTOR LÓPEZ INSTRUMENTATION

Grade Five. MyMusicTheory.com PREVIEW. Music Theory Extra Resources. Cadences Transposition Composition Score-reading.

Observations and Thoughts on the Opening Phrase of Webern's Symphony Op.21. Mvt. I. by Glen Charles Halls. (for teaching purposes)

Assessment Schedule 2016 Music: Demonstrate knowledge of conventions in a range of music scores (91276)

Pacing Calendar. Academic Vocabulary

TABLE OF CONTENTS CHAPTER 1 PREREQUISITES FOR WRITING AN ARRANGEMENT... 1

Grade 4. Physical Science Module. Physics of Sound

YEAR 5 AUTUMN 1. Working with pentatonic scales

Cadences. There are four different types of harmonic cadences: perfect (or authentic) imperfect (or half), plagal and interrupted (or deceptive).

From Score to Performance: A Tutorial to Rubato Software Part I: Metro- and MeloRubette Part II: PerformanceRubette

Proceedings of the 7th WSEAS International Conference on Acoustics & Music: Theory & Applications, Cavtat, Croatia, June 13-15, 2006 (pp54-59)

Norman Public Schools MUSIC ASSESSMENT GUIDE FOR GRADE 8

Music Solo Performance

Level 1 Music, Demonstrate knowledge of conventions used in music scores a.m. Wednesday 11 November 2015 Credits: Four

All rights reserved. Ensemble suggestion: All parts may be performed by soprano recorder if desired.

Course Outcome Summary

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

WASD PA Core Music Curriculum

ADVANCED STUDY GUIDE

Page 2 Lesson Plan Exercises 1 7 Score Pages 24 38

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

2013 HSC Music 2 Musicology and Aural Skills Marking Guidelines

Anchor Standard 2: Students will be able to notate musical patterns (rhythmic and tonal) to represent an understanding of musical sounds.

Anchor Standard 2: Students will be able to notate musical patterns (rhythmic and tonal) to represent an understanding of musical sounds.

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

The Canvas and the Paint. J.S. Bach's Fugue in C Minor, BWV 871 (From The Well-Tempered Clavier Book II)

**This audition is part of your 2nd Marking Period Grade**

CROSSWALK. Music. Georgia Performance Standards (GPS) to Georgia Standards of Excellence (GSE) Kindergarten Grade 12

BOPLICITY / MARK SCHEME

Letter STUDENT NUMBER MUSIC PERFORMANCE. Aural and written examination. Thursday 16 November 2017

Level 2 Music, Demonstrate knowledge of conventions in a range of music scores pm Wednesday 28 November 2012 Credits: Four

CHAPTER 14 INSTRUMENTS

Analysis and Discussion of Schoenberg Op. 25 #1. ( Preludium from the piano suite ) Part 1. How to find a row? by Glen Halls.

A World of Possibilities

Teach Your Students to Compose Themselves!

(2,4) Horn in A. (9,4) Horn in A basso. (-5,-3) A Piccolo Trumpet. (2,-3) A Clarinet, Horn in A, Oboe d Amore. (9,-3) A Bass Clarinet, Horn in A basso

MORMON TABERNACLE CHOIR APPLICATION GUIDE

Ensemble Skill Development Young Bands

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

BAND REPORTING SCALES AND CURRICULUM GUIDE 2/9/2016

AP Music Theory Syllabus

In all creative work melody writing, harmonising a bass part, adding a melody to a given bass part the simplest answers tend to be the best answers.

A CAPPELLA EAR TRAINING

Additional Theory Resources

PASADENA INDEPENDENT SCHOOL DISTRICT Fine Arts Teaching Strategies Elementary Music - Grade Five

Forename(s) Surname Number of seat. Date of birth Day Month Year Scottish candidate number

7th Grade Vocal Music Music

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

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

Mastering the Language of Jazz

Gyorgi Ligeti. Chamber Concerto, Movement III (1970) Glen Halls All Rights Reserved

Paper Reference. Paper Reference(s) 1426/03 Edexcel GCSE Music Paper 3 Listening and Appraising. Friday 18 May 2007 Afternoon Time: 1 hour 30 minutes

Mark schemes should be applied positively. Students must be rewarded for what they have shown they can do rather than penalized for omissions.

BIBLIOGRAPHY APPENDIX...

Monday 12 May 2014 Afternoon

Semi-Simple Sonata Form

National Quali cations Date of birth Scottish candidate number

Composing with Pitch-Class Sets

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

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

How Marvelous (I Stand Amazed)

Theory of Music Grade 4

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

Expressive arts Experiences and outcomes

AP Theory Overview:

AP Music Theory Syllabus

Afugue is a polyphonic composition based on canonic imitation.

World Music. Music of Africa: choral and popular music

Alma High School AP Music Theory Syllabus

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

2010 HSC Music 2 Musicology and Aural Skills Sample Answers

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

Anton Bruckner. Locus iste. Illustrations. A musical analysis. Music through the Microscope Volume 6

Mu 110: Introduction to Music

Assessment Schedule 2013 Making Music: Integrate aural skills into written representation (91420)

Centennial Middle School. Supplemental Band Book. Bass Clarinet. This book belongs to:

Student Performance Q&A:

by Staff Sergeant Samuel Woodhead

Clef Transposition. If I leave the notes precisely where they are on the staff, but change the clef sign to a bass clef, this is what happens:

2019 NAfME All-Northwest Jazz Audition Materials Saxophones and Brass

about Notation Basics Linus Metzler L i m e n e t L i n u s M e t z l e r W a t t s t r a s s e F r e i d o r f

MHSIB.5 Composing and arranging music within specified guidelines a. Creates music incorporating expressive elements.

INSTRUCTIONS TO CANDIDATES

AP Music Theory 2015 Free-Response Questions

Transcription:

Process and Design in Similar Motion by Philip Glass Dr. Justin Henry Rubin

Philip Glass' seminal composition from his self-proclaimed minimalist period, Similar Motion, is a work which deals with global concepts, meaning that the processes that transform and develop the macrostructure are reflected in the microcosm of the musical materials, and vice versa. It is also one of the clearest and most approachable works to begin study of some of the minimalist concepts. With the accompanying charts, the rhythm of the piece as it unfolds, rather than develops, will become apparent. On first listening, the most obvious traits include the extension of material and the addition of voices. At modular units (instead of 'bars' or 'measures' as they do not function as such) 6, 12, and 24 a voice is added to the original line. This 2:1 ratio is analogous to the additive proportions of the Terminal Statement in bars 25-29 (See Additive/Liquidation Procedure Chart - Section III). It is important to note that during the extension/addition of voices, that rhythmic additive process/liquidation is temporarily halted. The use of voices creates a stable, although variable texture. The tenor is rigid throughout, with the introduction of the soprano at modular unit 6, the bass at modular unit 12. The alto, which served to support the pitch material of the tenor has through modular unit 23, takes the soprano line as the soprano introduces a new line at modular unit 24. This pattern creates a symmetry of entries which is further enforced by the interval at which they enter in relation to the other voices: a. Up from highest voice - Perfect 4th at modular unit 6 b. Down from lowest voice - Octave at modular unit 12 c. Up from highest voice - Perfect 4that modular unit 24

The form of work is made transparent through the succession of the above mentioned operations. The interesting aspect is that proportion can be vastly different from performance to performance since each modular unit can be repeated ad libitum. This means that the perception of form is not a part of the flow of time within the piece. Section I modular units 1-15: Additive Section (Additive-Motive Material) and introduction of Terminal Statement at modular unit 3 (modular unit 15 is the point of greatest extension of Additive-Motive Material in the piece). This section only contains expanding modular units of musical material. Section II modular units 16-23: Liquidation Section, wherein the character of the original materials drop away, leaving only what had accrued during Section I. Section III modular units 24-29: Terminal Statement extension - Additive-Motive Material from I and II becomes fixed and Terminal Statement becomes the basis of additive process. Coda modular units 30-35: Absence of Additive-Motive Material from Section I- II. Here the composer deletes all of the musical material except formations of the terminal statement. Glass uses various methods of additive/liquidation process, which differ from section to section. This allows the listener to have a certain degree of expectation throughout, without clear anticipation of the outcome.

a. Motivic Insertion - wherein new motivic material is introduced between previous material. b. Motivic Duplication - wherein motivic material is reiterated. c. Introduction of New Motive - this can be in the form of an insertion, or at either end of a modular unit. Additive process in Section I often uses inserts, wherein the insert follows the previous insert in the next modular unit. It is more systematic, or perhaps even predictable, than the opposite action in Section II: the use of liquidation. Note that the Terminal Statement is a development of the A motive from the Additive-Motive Material Groups.

Pitch Material in Similar Motion by Philip Glass 1. Soprano, Final entry at modular unit 24. & bb œ œ œ œ œ 2. Soprano, at modular unit 6 - becoming the Alto at 24. & bb œ œ œ œ œ 3. Tenor, fixed œ œ œ line. œ œ 4. Bass, entry at modular unit 12. œ œ œ œ œ

A œ œ Motive Groups in Similar Motion by Philip Glass Note: all motives are displayed as they are articulated in the tenor (stable) voice B C D? E b b F œ œ œ œ œ œ œ œ œ œ œ œ œ œ? G b b œ œ X œ œ Z œ œ

Philip Glass Similar Motion Additive/Liquidation Procedure This outline charts the use of motives throughout the course of the development of Similar Motion by Philip Glass. Use the accompanying Table of Motives as a guide to trace these motives. Underlined motives indicate those added. Parenthetical motives indicate those taken away from the previous bar. Highlighted bars indicate stable rhythm, but with the introduction of a new voice part. Section I: Additive Section 1. A B C 2. A B B C 3. A B B C, XY 4. B B D C, XY 5. (B) B D C, XY 6. B D C, XY [Introduction of Soprano Voice] 7. B C B D C, XY 8. B C B D B D C, XY 9. B C B D E B D C, XY 10. B C B D E B B D C, XY 11. B C B D E B A B D C, XY 12. B C B D E B A B D C, XY [Introduction of Bass Voice] 13. B C B D E B A B D C C, XY 14. B C B D E B A B D C C F G, XY 15. B C B D E B A B D C C F F G, XY Section II: Liquidation Section 16. (B C) B D E B A B D C C F F G, XY 17. (B D) E B A B D C C F F G, XY 18. (E) B A B D C C F F G, XY 19. (B) A B D C C F F G, XY 20. (A) B D C C F F G, XY 21. B D C D C (F F G), XY 22. B D (C) D C, XY 23. B D (D) C, XY Section III: Terminal Statement extension 24. B D C, XY [Shift of Soprano, Alto assumes previous Soprano notes] 25. B D C, XYXY 26. B D C, XYXY XYXY 27. B D C, XYXY XYXY XYXY XYXY

28. B D C, XYXY XYXY XYXY XYXY XYXY XYXY XYXY XYXY 29. B D C, XYXY XYXY XYXY XYXY XYXY XYXY XYXY XYXY XYXY XYXY XYXY XYXY XYXY XYXY XYXY XYXY Section IV: Coda 30. (B D C) XY 31. X X Y 32. X X Y Y 33. X Y X X Y Y [Bar 30 + Bar 32] 34. X X Y, X Y Y [Bar 31 + Bar 33/second half] reordering of Bar 33 35. X X X Y - X X Y Y - X Y Y Y - X X Y Y [Second and Fourth Groups from Bar 32]