Monthly Archives: January 2010

lectureNotes_musth2 musicTheory2

(musTh2) Phrases, Periods, Sentences, Motives and more

Chapter 6 of the Roig-Francoli lays out the material fairly well. I’m going to put it a bit more hierarchically.

At the smallest levels of organization you have motives and phrase segments (sub-phrases). Motives are the smallest recognizable musical elements, with identifiable rhythmic or rhythmic and melodic characteristics. You recognize motives partly by their repetition and development. Think Beethoven’s Fifth Symphony. Not all music makes use of motives, or motivic development. Phrase segments are units of phrases, most often found in sentence structure, but sometimes just dividing a phrase in half.

Phrases are complete melodic and harmonic statements. By complete, I mean that they end with a cadence and usually some sort of melodic/rhythmic stoppage. Remember that half cadences end on the dominant triad (V), not the dominant seventh chord (V7).

Sentence structure is built upon phrase segments. The form is a + a’ + b, in the proportion 1 + 1 + 2. The phrase handout outlining Schoenberg/Caplin ideas calls the structure basic idea, repeat of the basic idea with some variation (usually transposition), contrasting idea.

Sometimes one phrase will end at the same point that another phrase begins. This overlap of ending and beginning is called an elision. With an elision, it is possible that two four-measure phrases will only take up seven measures of music.

Phrases can be organized into group relationships. If two or more phrases show a weak – strong relationship we can talk about these phrases forming a period. A period is generally formed by two phrases in an antecedent – consequent relationship. The antecedent phrase has a weaker cadence than the consequent phrase. Usually the relationship is half cadence to perfect authentic cadence. The IAC to PAC relationship happens less frequently.

Period relationships in classical music are most often in the form of a parallel period. A parallel period has two phrases that begin with the same melodic and harmonic material (usually the first two measures) before diverging to end with different cadences. Contrasting periods (phrases start with different material) are found less often, but can occur in some earlier classical composers (Hadyn, for example) and Baroque composers.

Periods can sometimes be three phrases, with two antecedent phrases and one consequent phrase. You can also find double periods, with the first and third phrase being the same, and the second phrase having a weaker cadence than the fourth. Modulating periods will often be parallel in form, ending the first phrase on a HC, and the second phrase with a PAC in a new tonal area. In major keys, almost always the PAC will be on the fifth scale degree. In minor keys the PAC will usually be on the third scale degree (the relative major).

Phrases that don’t form period relationships, but still go together musically, are called phrase groups.

Phrase diagrams will show phrase marks/slurs for each phrase; phrase labels designating the phrase relationships (a, a’ for parallel periods; a, b for contrasting periods, indicating relationship of melodic material); a period marking/slur if a period is present; measure numbers for the start of each phrase, and the end of each phrase; the key the music is in; and each cadence will be labeled as for type. If there is a modulation, your diagram will indicate that as well.

assignments_musth2 musicTheory2

(musTh2) Assignment 2: Phrases

EDITED!

Due Friday, 1/29/2010

From Chapter 6 of the Workbook:

Exercise 6.1 (pp. 60 – 62), numbers 1 – 3, and 5 – 6 (6a, 6b, 6c).

  • For number 2, only do measures 1 – 8.
  • Number 5, the Trio starts on p. 314.
  • Number 6b, look at the first 20 measures.

For numbers 1 – 5 you do not need to do a chord-by-chord harmonic analysis, although it is good practice and can help you see cadential points more easily. You are not turning in copies of the music, so it does not need to be clean and formal.

Numbers 1 – 5 asks for a form diagram and discussion based on the information listed on p. 60. Points 1 – 5 in that list will provide the material for your discussion. The form diagram will include some material from the discussion as well (cadences, phrase relationships, etc.)

  • Discussion point 1 asks if the fragment is based on a motive. Also include in your discussion if any of the phrases are built in sentence structure, discussing what constitutes the a, a’, and b elements. These designations should also go into your diagram.
assignments_cm3 computerMusic3

(maxmsp) Assignment 2: MIDI patchers

Due Monday, 2/1/2010

As a warm-up exercise for your first project (an interactive MIDI performance patcher), program patchers based on the following directions:

1) An arpeggiator that

  • starts with the playing of a key on a MIDI keyboard,
  • uses the MIDI key pressed as the bass note of the arpeggiator,
  • plays the MIDI key pressed
  • and stops the arpeggiator when the MIDI key is released (and stops playing the note associated with the MIDI key).

2) A gesture generator that

  • is triggered by a note on from a MIDI keyboard and uses that note number as the starting note of the gesture,
  • uses a single durational value specified in musical time (musical note value)
  • and includes the following three variations (either as separate patchers, or as selectable options in a single patcher):
    • gesture generator shuts off at end (a finite gesture)
    • repeats the last note until the original MIDI key is released
    • repeats the last note with variable durations, chosen from a limited set (2 to 4) of values, related by multiples of the durational value used for the gesture.

3) Randomly plays notes that have been stored from MIDI keyboard input, with durations chosen from a limited (3 to 5) set of values.

You should be able to make liberal use of the class demo patchers in iLocker. None of them will do exactly what I have asked for, but some of them do a lot of what is needed.

Nothing specific has been asked for in terms of key velocity. Once your patchers work as required, consider adding components to provide musicality through changing key velocity.

Guard against over complication in your patchers, and consider saving versions of your work with incremental naming (arp1, arp2, etc.). This protects you from overwriting a version that works in a limited way with a version that not only doesn’t work at all, but is too complicated for you to debug your mistakes.

computerMusic3 lectureNotes_cm3

(maxmsp) More Examples – gates and offsets

I saved these example patchers in the wrong folder, so they didn’t go up with the regular weekly review.

These patchers have to do with the gate object, graphic switch object, and using math to offset values and scale them to a range.

Look for the Day4 patchers in iLocker.

computerMusic3 lectureNotes_cm3

(maxmsp) Weekly Review

Demo patchers are in iLocker now. Patchers are fairly well commented. You can experiement with them, make changes to make them do other things, etc.

Tutorial topics are summarized in this earlier post.

In addition to the tutorials, I covered:

  • gate
  • switch
  • ggate and gswitch2 (graphic gate and graphic switch)
  • umenu (drop down menu)
  • table
  • musical time using metro and the transport
computerMusic3 lectureNotes_cm3

(maxmsp) Tutorial Topics Learned So Far

Topics Covered in Basic Tutorials 1 – 7, and MIDI 1 – 2:

  1. Objects, messages, comments; the function of commas, and escape characters to treat special characters as text; adding objects and connecting.
  2. bang; multiple outs from one outlet; multiple ins to a single inlet; right-to-left order.
  3. ints, floats, lists; changing messages, set; limits to int numbers (32-bit); reusable variables in lists.
  4. toggle accepting int input, truncating float input; zero off; non-zero on and pass-through; bang reverses toggle; metro; bang immediately re-starts metro; stop message; messages changing settings but not over-riding initial arguments as typed.
  5. Debugger and watchpoints; ordering; bangbang; trigger; trigger with message input.
  6. add, subtract, multiply, divide, modulo; default arguments to divide and mod are 1 (to prevent divide by zero errors); hot and cold inlets; cascading math (to perform equations).
  7. sliders, dials; min max range (max – min – 1); object inspector (for number boxes); dragging attributes to unlocked patcher for formatted message box.

MIDI

  1. midiin, midiout, menu of ports; message-specific midi objects, notein, noteout, ctlin, ctlout, midiinfo and drop-down menu; (loadbang not yet covered in basic tutorials, but appears here).
  2. makenote, stripnote, flush, and sustain.

You’ll want to make sure that you review these topics in order to answer questions for the quiz on Monday. Part of the quiz will involve interpreting patchers (providing answer calculations to math patchers, for example), and finding errors in patchers. Other questions will involve basic functions of Max, such as data types, etc.

assignments_cm3 computerMusic3 lectureNotes_cm3

(maxmsp) Turning in Your Work

Until we start working with digital audio, our turn-in process is quite easy.

The short version:

  1. Put all your patchers in a single folder with your name as part of the folder name.
  2. Create a zip file of the folder.
  3. Attach the zip file to an email and send it to me at my gmail address (kkothman)

A bit longer version of the zip process:

  1. On a Mac running at least OS X 10.5 (don’t know if this is available for 10.4.x), select your folder to compress into a zip file.
  2. Go to the File menu from the Finder (or use the “Cog” drop-down menu in a finder window, and choose “Compress <foldername>.”
  3. A zip file will be created of the folder, with the same folder name and .zip added, and at the same directory level as the original folder.

Anyone working with Windows that wants to comment with how-to instructions, please feel free.

20th-21stCenturyMusic

(21stCent) Morton Feldman Reading and Listening

I’m going to hold off on the psychological perception articles for now. Instead, I’m linking to some texts by and about Morton Feldman. Next week I’m going to present Feldman and his work Triadic Memories for solo piano. The duration of this work is right around 1:30 (one hour and thirty minutes). It can stretch longer depending on the performance.

You can get an mp3 of Roger Woodward performing here. The work was written for Woodward and Aki Takahashi. I’ll probably have to leave a copy or two of the score in the SOM Computer Lab. It’s 11×17 and doesn’t scan easily.

You can also listen to a chamber piece of Feldman’s, Crippled Symmetry, for flute/picc, piano/celesta, vibraphone/glockenspiel. I use it to illustrate a few key points, but listening to it isn’t required at this point.

I’ve found some online texts that will help introduce you to Feldman. All are fairly short.

Feldman’s short bio for Universal Press (his publisher) explains his fascination with long-form works.

Feldman Explains Himself, writings about lectures Feldman gave in the 1960s. This period doesn’t reflect Feldman’s later interest in exact notation and long form, but help to understand his general aesthetic principles.

Liner notes include Morton Feldman: Three Periods of Working, which helps to explain his different style periods.

This interview gets interesting around the time Feldman remarks that “FELDMAN: You’re absolutely right. I’m making a parallel to how I work. I’m involved with “problem solving,” but I don’t know what the problem is. In other words, a piece starts to develop, and problems arise. I don’t begin with problems; if you begin with a problem , you’ll solve it.” Look for that spot and continue on.

This article has a nice section on Feldman’s fascination with Turkish (Coptic) rugs, and how they influenced him as a composer. (scroll down to the “Rugs” section) Feldman remarks directly on Triadic Memories.

A collection of short reviews of the premiere of Triadic Memories.

Finally, program notes, including some words by Feldman, for Triadic Memories.

20th-21stCenturyMusic

(21stCent) Atonal Theory Review

Links to review material on atonal/set theory, based on the Introduction to Post-Tonal Theory by Joseph Straus, and taken from my undergrad course on 20th-century music:

Although I didn’t go over this in class, you can find my material for serialism and 12-tone composition.

A recording for the Berg movement that you are working on for next Thursday is in my iLocker account. (FourPieces-I.mp3) Focus mainly on the opening four measures and last four measures for set class analysis. Look at the entire movement for a sense of overall form.  Careful examination of the first nine notes in the clarinet will go a long way to helping you understand how the piece develops over time, independent of a thorough set class analysis. The opening six notes can be divided into two overlapping sets. Consider notes 7, 8, and 9 to form a set and that will help with both parsing and with general analysis.

You should write about a page to page-and-a-half describing what you find. It is helpful to circle and label sets on directly on the score.

computerMusic3 lectureNotes_cm3

(maxmsp) Week One Wrap Up

First Assignment is due Wednesday, 1/20.

Demo patches from day 1, day 2, and day 3 are all in iLocker. Days 2 and 3 are just variations of day 1. The rounding patcher is also online, along with the outline I used to go from idea to algorithm to Max program.

Key things to know as we move forward:

In general programming, objects are things (that either do something, or exist with properties). Messages are data that are passed between objects. Anything that you can put in a Max/MSP patcher is an object in programming terms, including “message boxes” that are objects to transmit messages to other objects. Even a comment is an object.

Messages break into different data types. Some programming languages don’t care about data types as much as Max/MSP does. The basic types of data in Max are integer numbers, floating point numbers, text (symbols), bangs, and lists. It is important to learn how objects respond to each data type.

The biggest data type mismatch to watch out for occurs when using floating point numbers. Integers and floating point numbers have different number boxes to view and enter. Integer number boxes truncate floating point input. Math objects (and comparison objects) do integer computation by default, unless floating point arguments are typed when the object box is created. Integer math means that a math object will truncate floating point input to an integer before computing.

You need to become fully comfortable with the builtin help system, which includes a help browser, tutorials, reference pages, and fully functioning help patchers.

Max/MSP operates in right to left order, and bottom to top order when multiple patch cords leave a single outlet. Know that each branch of the tree computes until the end of the branch is reached. After that, the next branch starts to compute. If a branch out includes a patch cord that subsequently branches after another object, then all the branches of this patch tree will compute before returning to the original starting level of the branch. The rounding patcher illustrates this concept.

Most of the math we do in Max will involve scaling (multiplying) and offsetting (adding). The quiz next week will deal a lot with solving math problems (giving answers to illustrated patchers), fixing patchers to give the desired answer, etc.