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 wrote pieces using ground bass, formulaic basslines that act as a foundation for counterpoint. (Bach used ground bass for the Passacaglia and Fugue and the Chaconne.) Galant composers used schemas, short figures combining basslines and contrapuntal melodies that you use as points of departure for larger compositions. And many European composers in the 17th and 18th centuries honed their skills with partimento, basslines that you improvised counterpoint on top of according to particular rules.

Some the Baroque ground bass patterns and galant schemas persist in the vocabulary of Anglo-American pop, though with fewer rules about the correct way to harmonize them. Continue reading “Identifying harmonized basslines”

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 of the diatonic family, that is, the chords you can make using the notes in the major and natural minor scales.

Singer-Songwriter/Axis progression

A huge percentage of current mainstream pop and rock songs are built on the four-legged stool of the I, IV, V and vi chords. In C, those are C, F, G, and Am. You can find these chords in any order, but there’s a particularly inescapable sequence that my NYU colleagues call the singer-songwriter progression: I, V, vi, IV, which in C is C, G, Am, F.

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Identifying plagal cadences

This week in aural skills, we’re working on various harmonic tropes based on IV-I root movements. This chord progression is technically called the plagal cadence, but is more memorably nicknamed the “Amen” cadence because it’s a traditional European hymn ending. (It has nothing to do with the Amen break, though they do sound good together.) The plagal cadence is the mirror image of the classical V-I authentic cadence.

Where does the word “plagal” come from? The Online Etymology Dictionary says that it’s probably from Greek plagios, meaning “oblique” or “side”, and that word in turn comes from the Proto-Indo-European root *plak-, “to be flat”. This root also gives us flag (a flat stone for paving), flake, and plank. Plagal probably shares an etymology with “flatness” because the important voice-leading element is scale degree four resolving down to three. While we’re talking about word origins, amen comes from a Hebrew word meaning “truth,” in this context meaning “an adverbial expression of agreement.” Continue reading “Identifying plagal cadences”

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 the major scale. Here they are in C.

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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. Continue reading “Identifying the diatonic modes”

Identifying pentatonic scales

It’s pentatonic scales week in aural skills class. This would seem to be the easiest thing on the syllabus, but I discovered while doing listening exercises with the students that even these simple scales have their subtleties.

Major Pentatonic

You can understand the C major pentatonic scale to be the C major scale without scale degrees four and seven. These are the ones that create all the tension and dissonance, and without them, the major pentatonic sounds uncomplicatedly sunny and cheerful. (Or does it? More on that in a minute.) Click the image to play the scale in the aQWERTYon.

You can easily explore the G-flat major pentatonic scale: it’s the black keys on the piano. Guitarists will find that G major pentatonic is particularly easy to play. (Too bad they can’t so easily play it with the pianists.)

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Identifying added-note chords

My NYU aural skills students are working on chord identification. My last post talked about seventh chords; this post is about chords with more notes in them, or at least, different notes. My theory colleagues call them added-note chords. They are more commonly called jazz chords, though many of the examples I list below are not from jazz. You could also call them extended chords, or complicated chords, or fancy chords, or cool chords. It’s easy to get overwhelmed by all the numbers and symbols. My preferred way to organize all this information is to think of chords as vertically stacked scales. It is intimidating to try to learn to distinguish between C7, C9, C13, C7sus4, C9sus4 and C13sus4, but they are really just different combinations of the notes in C Mixolydian mode, and they all convey a similar “Mixolydian-ness”. But before we get to those, let’s start with extended chords you can make from regular old C major.

Major scale chords

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Identifying seventh chords

In aural skills class, we are practicing identifying seventh chords. This is second nature for guitarists and pianists who play anything jazz-related, but I appreciate that it’s harder for singers and players of monophonic instruments. Here’s my reference guide to the four (non-diminished or –augmented) seventh chords.


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Call Me Maybe

For the first day of my new pop-oriented Aural Skills II class at NYU, we analyzed “Call Me Maybe” by Carly Rae Jepsen. I have been using this song as a listening example in music tech classes for many years because it is the apex of maximalist brickwall-limited caterpillar-waveform 21st century pop production. In the music tech context, I tend not to talk much about the song itself, but it’s a perfect entry point into pop aural skills too. Here’s the video, in case you have been trapped in a well since 2012.

Delightful though the song is, at first it seemed to me to be too simple and repetitive to be interesting from a notes-on-the-page perspective. However, once I dug in, I found more going on than I had thought.

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New monthly column for MusicRadar

My newest side hustle is a writing gig for MusicRadar, in which I will be analyzing well-known songs in terms of music theory, production and larger cultural context. The first one went live today, a study of “What Was I Made For?” by Billie Eilish from the Barbie movie. The next one is going to be about the Beatles. Check it out!