(Meta-level note: I rewrite this explainer every few years and now that I have a couple of new music theory gigs, I am rewriting it yet again.) Syncopation is to rhythm what dissonance is to harmony: conflict, surprise, defiance of expectation. If you place your rhythmic accents where listeners expect them, then the music gets …
Category Archives: Music Teaching
The bottom number in time signatures has always confused me
The top number in a time signature is easy to understand. Is the song in four? Count “one, two, three, four.” Is it in three? Count “one, two, three.” Is it in five? Count “one, two, three, four, five.” That’s all there is to it. However, the bottom number is another story. What is going …
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The Beatles multitracks
As of this writing, you can download a big collection of isolated Beatles multitracks from the Internet Archive. These multitracks have been in circulation for a while, but due to their complete illegality, they can be difficult to find. The Internet Archive is a stable download source, but we’ll see how long it takes for …
Hypermeter
I didn’t find out about hypermeter until very late in my music theory learning journey. I think it should be part of the basic toolkit, especially for songwriters and improvisers. The explanation that follows might seem abstract, but behind the scenes, hypermeter provides the signposts that orient you in medium-scale musical time. The term “hypermeter” …
Improvising countermelodies
How do you improvise a countermelody? Listen to things in the music and respond: imitate, vary, fill in gaps. Which tracks, though? Start with music that is harmonically uncomplicated enough that you can predict where it’s going, but with enough rhythmic interest to give you something to react to. I do not recommend the blues …
Identifying phrase structure
It’s easy to understand what a section of a song is: an intro, a verse, a chorus, a bridge. It is less easy to understand phrases, the components of a song section. Usually a song section contains between two and four phrases. But what is a phrase? No one seems totally sure. This is important …
Identifying harmonized basslines
We are wrapping up the harmony unit of pop aural skills class with harmonized basslines. These sound more “classical” than the other material we’re covering, and for good reason. Long before Western Europeans thought in terms of chords, they saw harmony as something that emerged from the interaction of multiple simultaneous melodies. Baroque composers frequently …
Identifying standard pop chord progressions
This week in aural skills, we are practicing identifying pop schemas, that is, chord sequences and loops that occur commonly in various kinds of Anglo-American top 40, rock, R&B and related styles. We previously covered the permutations of I, IV and V and the plagal cadence. Now we’re getting into progressions that bring in the rest …
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Identifying I, IV and V chords
The I, IV and V chords are beginner-level music theory concepts. However, in my pop-oriented aural skills class, we are covering them in the context of the blues, where they are more complicated than they are in the standard tonal theory context. Let’s begin with a review of the basic I, IV and V from …
Identifying the diatonic modes
In Aural Skills class we continue our sprint through harmony concepts with the diatonic modes. These are an advanced topic in classical theory, but for popular music, you need to deal with them up front, especially Mixolydian and Dorian. Here are the tunes I’m giving the class to practice distinguishing the modes from each other.