Embedded Files
Objectives
Objectives
By the end of this lesson, students will be able to:
Aurally analyze the structure of musical phrases and phrase groups. Identify structures a parallel periods, contrasting periods, or sentences.
Improvise a consequent phrase, given an antecedent; or, improvise a sentence, given the basic idea.
Sight read and transcribe longer or more advanced melodies that incorporate skips between 7 and 2.
Sight read rhythms in simple time that incorporate dotted 8th-16th note rhythmic patterns.
Preparation for Class
Preparation for Class
Read:
Read:
"Modified Repetition" (Chenette, Foundations of Aural Skills)
"Call and Response" (Chenette, Foundations of Aural Skills)
Review the reading from Theory & Practice I (if needed): "Sentence and Periods" (Mount, Fundamentals, Function, and Form)
Watch
Watch
Downbeats and Upbeats: Performing Rhythm (Dotted 8th-16th Patterns) [Video link - NYU Sign in]
(Sean Atkinson, 6 mins) **Just watch 6:17–12:03 **
Downbeats and Upbeats: Performing Rhythm (Dotted 8th-16th Patterns) [Video link - NYU Sign in]
(Sean Atkinson, 6 mins) **Just watch 6:17–12:03 **
Explore
Explore
Try the improvisation activity that Chenette outlines in the "Call & Response" reading, working through periods and sentence from your anthology or the collection here. Listen to the first half only of each period, then pause the recording and try improvising a response that provides a conclusive melodic cadence. Then, play the rest of the recording and compare your improvisation to what the composer wrote.
Study Aids
Study Aids
Sentence Structure Diagram and Musical Example
Image Sources: Top Image: Elliott Hauser, "The Sentence." Bottom image: Forest & Santa, "A Taxonomy of Sentence Structures"
Period Structure Diagram and Musical Example
Images: Top Image: "Diagram of a Typical Period," Bottom Image: Two parallel periods in Greensleeves. Both from "Period (Music)" in Wikipedia.
In-Class Activities
In-Class Activities
Discussion
Discussion
Definitions: Work as group to review definitions and characteristics associated with parallel periods, contrasting periods, and sentences. What aural cues are you listening for? What are the names of the component parts of each phrase? (e.g. In a sentence, what is the opening material called?)
Activities
Activities
Phrase Structure ID: Listen to excerpts from the repertoire and practice identifying whether the example is a parallel period, contrasting period, or a sentence. Be prepared to sing back the melody for each example and analyze the component parts of each phrase. The NYU Theory anthology has a collection of examples with audio to use here. See also the "More Examples" section at the bottom of the page.
"Congo Love Song" (1905): J. Rosamond Johnson wrote this song in 1903. Listen to Melinda Doolittle's performance of the song here.
Use one of the analytical tools from the last lesson (BriFormer or Audio Timeliner) to mark up the audio file. (If you're using Audio Timeliner, an mp3 file is available here. The Youtube link for BriFormer is: https://youtu.be/u1UV-W7x3zQ. Alternatively, work out an analysis by hand or in the spreadsheet from the last class using Youtube time points and measure numbers.
Mark the beginning and end of each phrase. Identify cadences as open or closed. Identify phrase structures as parallel periods, contrasting periods, or sentences. Use the from labels a, a', b, c, etc. to show which phrases are similar or different. Use the colors, shapes, and text features in the apps to help you visually represent what you're hearing.
Where do each of the verses and choruses begin? Mark these in your analysis. (Some examples are provided by Brian Jarvis here for inspiration on how to visually describe elements of form and phrase.)
Present your aural analysis to your class/group mates and discuss any spots where your analyses differed.
Repertoire for Practice
Repertoire for Practice
Sight Reading:
Rhythm: Dotted 8th-16th rhythms in simple time.
Melody: Continued work with skip/leaps between 7 and 2.
Critical Listening/Dictation:
Aural Anthology: Examples for longer listening examples for phrase structures.
Theory Anthology: Links to the Theory Anthology section on phrase structure ID.
Theory Anthology Sections:
Additional Optional Practice
Additional Optional Practice
Musition:
Rhythm Tapping: Level 4b
Drum Styles: Level 3
Auralia:
Rhythm Element Dictation: Level 2c, 2d
Rhythmic Dictation: Level 5b
Two-Part Rhythmic Dictation: Levels 6a, 6b
Forms: Levels 1a, 1b
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