Unit 2-6: Other Common Schemata

Objectives

By the end of this lesson, students will be able to:

Define the singer/songwriter, hopscotch, doo-wop, and puff schema in terms of Roman numerals and describe common variants and rotations.
Write progressions for each schema above in multiple keys using chord symbols and Roman numerals.
Identify examples of each schema in examples from the pop repertoire and demonstrate further proficiency in recognizing schemata from previous lessons.
Compose a verse or a chorus using the singer/songwriter, hopscotch, doo-wop, or puff schema, then voice the progression in 3- or 4-voice keyboard style with a basic rhythmic accompaniment and melody.

Preparation for Class

Read:

Four-Chord Schemas (Lavengood, OMT)
Puff Schemas (Lavengood, OMT)
The Best Seller Progression (Hutchinson, MT for the 21st Century Classroom)

Watch

When did this chord progression become so popular?
(David Bennett, 10 mins)

Discussion of the singer/songwriter (or "Axis" progression)

Songs that Use the Creep Progression
(David Bennett, 18 mins)

Which chord schema is this progression a variation on?

Explore

Check out one or both of these sites:

HookTheory: Check out the HookTheory Trends page here. Change the dropdown box on the top right from "C" to "Rel" to see Roman numerals. Then, begin selecting the roman numerals for chord progressions from the lesson. This site uses crowd-sourced examples, so be sure to listen carefully to check for accuracy.

Chord Genome Project: Plug in the chord symbols for one of the progressions from the lesson and browse through the list of songs. The generated list doesn't necessarily use the list of chords in the order you provide, so you'll need to click through a few examples (click on the name of the song to see the chord symbols for the song).

Listen to a few of the songs associated with each progression from the lesson. Listen to where the phrase begins in the schema. Does the progression start at the top of the schema, or is it a rotation?

In-Class Activities

Discussion

Definitions: Review the chord progression for the Singer/Songwriter ("Axis"), Hopscotch, Puff, and Doo-wop progressions. What are some of the common variants for each? What makes each progression sound different?
- - How do different rotations of the progression change the way that the phrase sounds? (Consider especially how each rotation changes the cadence and the how the phrase begins.)
  - What are some of the clues you might look for in identifying each both aurally and in terms of recognizing the chord progressions?

Activities

Schema ID in Repertoire: Break into groups and work together to identify the common pop schemas used in each example. The worksheet is available here as an editable doc (click File>Make a Copy to edit).
- - There's an additional worksheet here for extended practice or review.
Practice Worksheets (Open Music Theory):
- - Worksheet 1: Identifying Four-Chord Schemas (PDF | Docx | Worksheet Playlist)
  - Worksheet 2: ID variations on Four-Chord Schemas (PDF | Docx | Worksheet Playlist)
  - Worksheet 3: Identify chord progressions from songs using the puff schema (PDF | Docx | Worksheet Playlist)
  - Worksheet 4: Schema ID incorporating schema from previous lessons (PDF | Docx | Worksheet Playlist)
Song Analysis: Taylor Swift, "Love Story" (from Fearless, 2008) (Chords and lyrics here)
- - Listen to "Love Story" and identify the song sections (e.g. verse, chorus, bridge, etc.) while you listen. Follow the directions on the worksheet to create a form diagram, complete Roman numeral analysis for each section, and identify any schema used.
  - What type of cadence occurs at the end of each section?
  - The verse doesn't use a common chord schema, but it is a variation on another schema used in the song. Which one? Listen to the verse with that chord schema instead. Which do you like better and why?
  - Compare the chord schema used in the pre-chorus and the chorus. What makes the chord schema in the pre-chorus especially effective for a pre-chorus? Consider the bass movement of the progression.
  - The bridge uses a specific rotation of one of the chord schemas. Why is this rotation particularly effective for this section? (Consider the lyrics and narrative of the song).
  - How does the harmonic rhythm vary in each section of the song? Why do you think Swift chose to vary the harmonic rhythm where she did?
  - What happens the last time we hear the chorus? Does the chord schema change?
Composition: Compose a 4-bar chord progression that uses each of the following: the singer-songwriter, hopscotch, doo-wop, and puff progression. Use both Roman numerals and lead sheet notation. Each example should be in a different key. Indicate harmonic rhythm (e.g. | I IV | V | I IV | V | ). Then, select one or two of your progressions to compose a chordal accompaniment and melody. Compose the harmony in a 3- or 4-part texture, applying voice leading guidelines from Unit 2. Add a rhythmic accompaniment; use one of the accompanimental patterns here (PDF | MuseScore) or create your own. Then, compose a simple melody for your progression that uses only chord tones.

Repertoire for Practice

Pop Schemas: See the sections for the Axis, Hopscotch, Doo-Wop, and Puff progressions.

Anthology: Other Schemata

Assignment

Assignment 3-5

NEXT STEP

Next Unit: Chord Voicing

Practice

Musition:
- Pop Progressions: Level 3b–5
Quizlet:
- Pop Schemas: Review of the pop schemas and modal progressions and shuttles.

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