Activities

• Worksheets for Practice: 

  • • Melodic Pitch & Rhythm: Turek, Today's Musician Workbook, pp. 64–77.

• Motivic Analysis

  • • Sondheim, "Side by Side by Side": Complete a motivic analysis of Sondheim's melody from "Side by Side by Side" from the musical Company. Use the model for motivic analysis provided by John Peterson in the "Explore" section above. A copy of the score and the audio are included in the anthology section for this lesson. (See the link below). Start by listening the whole excerpt. Mark where you hear cadences and repetitions, then work through a motivic analysis in groups or as a class using the labels  X, X', Y, etc., to describe motivic repetitions and development. When you're finished, listen to the entire example again with a focus on hearing motivic development. 

    • Sonny Rollins, "St. Thomas" Jazz Solo: Follow the directions then answer the questions in this worksheet. Use Dr. Laskey's motive handout from the reading as a guide for your analysis. (Youtube link for the audio)

    • Analysis of a Blues Sentence: Listen to "Great Balls of Fire," by Jerry Lee Lewis and analyze the first page of the score in class. Discuss the elements of music that comprise the initial motive and how they change upon repetition. Which elements of the motive are present in the fragmentation?

• Melodic Analysis: Select a few melodies from your Music Theory Anthology, or melodies that you brought with to class.  Working in groups or as a class, listen to each melody, then complete a melodic analysis: 

  • • For each melody:

      • • Describe the melodic motion by drawing a rough contour line.

        • Describe the interval structure or melodic character as conjunct or disjunct.

        • Identify the range of the melody, noting the interval between the highest and lowest note. Describe the range as narrow, wide, or moderate. 

        • Bracket any rhythmic or melodic motives that are used and describe how they are varied.

        • Identify the type of pitch collection or scale used.

        • If there is more than one phrase, identify where each phrase ends. Describe the melodic cadence as open or closed.

        • Note any articulations, dynamics, or other expressive markings used.

    • Based on these characteristics, compare differences in the melodies you've analyzed. 

• Melodic Composition

  • • Working in groups or individually, select one of the melodies that you analyzed in the activity above. Using the descriptions that you came up with, compose a different melody that uses the same characteristics. You may create a different melodic/rhythmic motive or vary the original motive. 

    • Play and sing the melodies as a class.  Discuss which features of the melody you like and why. Discuss any spots that don't quite sound right to you and try to pin down why you think that is.  Work as a group to adjust problem spots.