Learning to follow key changes is not easy for many students, especially when they are asked to locate modulations themselves and distinguish between different methods of modulation. Here is a step-by-step guide that uses a charming example of Romantic music: Edward Elgar’s Moths and Butterflies from The Wand of Youth Second Suite. More practice is also available on this site in “Modulation Practice: Beethoven’s Violin Concerto.”
Step One: Get to know the music
Begin by hearing a recording [here’s one on YouTube] while reading the sheet music [it’s on imslp.org — Moths and Butterflies is the third movement]. Please note that this piano reduction has two mistakes! The right hand chord on beat 1 of bar 3 should have a D♯, not a C♯. In that same bar, the left hand should return to bass clef; its two notes are both E, and the bass clef continues until treble is restored in bar 5 as shown.
Continue reading Key Modulation: Elgar’s “Moths and Butterflies”
For the last few years, whenever I teach modulations, the song “Love On Top” (Beyoncé Knowles/Terius Nash/Shea Taylor) is brought up by students. It’s a modulating tour-de-force insomuch as it moves through five keys with surprising swiftness, and it doesn’t hurt that modulations like this are uncommon in R&B.
As impressive as it is, there’s just one trick used four times. Here’s how it goes.
Continue reading Decoding the “Love On Top” Modulations
I find that students often feel “thrown into the pool” when confronted with analysis of modulations in a full piece of music. It is one thing to describe modulations in the context of a short passage (especially when it is in a simple chord-by-chord format, as it was for most of my undergraduate theory education), and another thing altogether when in the context of real, textured music.
To bridge this gap, I offer this “play-by-play” analysis using an example from the first movement of Beethoven’s Violin Concerto. Here’s a PDF of the sheet music, which is in a piano reduction by the composer Paul Dukas. We’ll be looking at bars 39-76, which begin in the fourth bar of the third system of page 3. Here it is as a jpg, too (click to enlarge).
Continue reading Modulation Practice: Beethoven’s Violin Concerto
I love teaching modulation, but I am not satisfied with the common approaches to teaching it. We used to use Kostka & Payne at WCU (my experience with this book stops at the fifth edition, which is what I quote below), which is the text I learned from as a student. They seem to represent the consensus, that there are two kinds of modulation-by-pivot techniques:
Modulation by common chord. This is always taught first, which reveals a bias toward classical practice. It gets lots of ink in the textbook because it is something that can be broken down into steps and explained ad nauseum. The technique is to find the first harmony that works for the new key (usually its dominant) and back up to find the pivot harmony that works equally well in both keys. Students hate this… they never can remember that a common chord is common to both tonalities. But who can blame them? To a listener, the modulation begins with a chromatic shift. Continue reading Modulation: Don’t Believe What You’ve Been Told!
A Little Background
Chord inversions are the second thing music students learn about chords, right after how to spell chords over a given root (what the pitches of D Major or F♯ Diminished is). For those who are new to the topic, follow this link.
Chord inversions are mostly taught by looking at chords in the easiest possible manner: as close-position triads or as block chords in simple four-voice chorales. When they are studied like this, students can quickly learn how to identify a chord’s position (either root position or inversion) and assign it a numeric label: 5/3 or 7 for root position, 6 or 6/5 for first inversion, and so forth.
It is much more difficult to apply the concept of inversions to music that doesn’t move in block chords, and in most music, the bass is elaborated in some way, complicating the matter. Sometimes they are ornamented with passing tones and such between “structural” tones, and when a bass line is genuinely florid (as in much classical or jazz music) it becomes very tricky indeed.
So, Why Do They Matter?
Why do we study chord inversions? To many students, it’s tedious busywork to parse the pitches that make up a chord, figure out which is lowest, and assign a numeric label. Some of the point may be to dwell a while on spelling chords. It is also an introduction to the idea of following one note of a chord to the next, which introduces the subject of voice-leading, which is often a primary concern of harmony courses (though that is increasing being considered “old-fashioned”).
Continue reading Chord Inversions: They’re Not Just For Labeling Anymore
The ability to read a chord symbol and name the pitches of its chord is an essential skill for all musicians. I use it constantly in all of my music theory, analysis and orchestration courses to quickly describe musical harmony while dispensing of the need to suss out harmony from a written-out texture. It is, of course, also the foundation of jazz and pop improvisation.
Students of classical music often do not learn how to interpret these symbols beyond plain triads, so I am providing this lesson as an introduction for those students.
Continue reading How to Interpret Chord Symbols