Showing posts with label Elliott Carter. Show all posts
Showing posts with label Elliott Carter. Show all posts

Thursday, August 22, 2013

Music Theory and Practice: An Example

When I tell people I'm enrolled in a music theory PhD, a common assumption is that I'm giving up piano and becoming a writer/theorist/teacher/accountant. Nothing could be further from the truth. Music theory might have the reputation of being a dry, number-crunching, positivist-minded business, but I think one can learn and use music theory through playing music.

The question that often arise for me when learn about a new theoretical concept is, "could I improvise using that?" or perhaps "could that concept inform my practice in some way?" Coming from a university system that emphasizes practice-led research means that I often think in terms of linking my academic research with my practice.

As way of example, here's something I was practicing today.

The book is Elliott Carter Studies, edited by Marguerite Boland and John Link. In Brenda Ravenscroft's essay "Expression and Design in Carter's Songs," she points out an interesting theoretical property of the all-triad-hexachord (ATH). Before I get to that, a little background on the ATH.

The ATH is a six-note chord that contains all combinations of three notes. It's usually described using set theory, which counts the semi-tones above an indeterminate pitch: 012478. So from a bass-note of C, the notes would be C, C#, D, E, G and Ab. It's inversion, 014678 also contains all combinations of three notes.

A little background information on three-note chords. Firstly, there aren't that many providing you regard inversions as identical, and don't specify register. For example, 016 (C, Db, Gb) is theoretically identical to 056 (C, F, Gb). The simplest way to check if two chords are the same is to name all of the intervals in the chord and see if they're identical. So the two chords in the last sentence both contain a minor 2nd, a perfect 4th and a tritone. Therefore they are identical.

So, all of the three-note chords are: 012, 013, 014, 015, 016, 024, 025, 026, 027, 036, 037 and 048, and all of those are contained within the ATH, 012478.

Seeing as I'm into Carter, I often practice incorporating this chord, in various transpositions and inversion into my playing. Sometimes I try and link it back to some sort of tonal reference, but most often I use it as a way to structure my "free" improvisations.

Ravenscroft states: " . . . in this passage Carter explores the hexachord's 'complement union property,' in which the ATH always results from a combination of a member of the subset set-class (0167) with any (04) set class member, provided there is no pitch-class duplication between the tetrachord and the dyad."

This means that a major third (04), combined with any 0167 that doesn't contain any of the pitches in it, will form an ATH. Here it is:



The first two 0167s are the two that don't duplicate pitches from the major third. The last chord, in brackets, is the second chord inverted and placed to show that it's simply a semitone-up transposition of the first chord.

Ravenscroft's observation provided me with a new way to think about the ATH, and perhaps improvise with it in a different way; a new way of thinking about something often results in new musical outcomes.

I also experimented with making the major third in the lower staff the first and third of a major tonality or third and fifth of a minor tonality and then using the 0167s as structures to improvise around. Sounded pretty interesting! They don't tend to sound very linear; the intervals themselves are the most prominent sound. To me that suggested that they're better used as a basis to play "around" rather than to be used exclusively, at least to my taste.

Of course, I also wanted to find out all the major thirds that could be combined with a single 0167:


The fact that there is four major thirds that combine with a single 0167, while there's only two 0167s that combine with a single major third is due to the 0167 being a symmetrical structure itself; two of the 0167s that combine with the major thirds are inversions of the others.

While improvising I also discovered another voicing I liked. Improvising often causes new ideas to bubble up from the depths. This voicing made the ATH sound even more tonal, which might come in handy:

In this case we have a 014678 where 0 is the pitch B, but with a C-minor triad in the bass. The inversion of the ATH looks like this:


A few month ago I read Dmitri Tymoczko's A Geometry of Music (2010). A point that fascinated me was that three-note chords voice-lead most efficiently to major-third transpositions of themselves: a C-major triad leads well to major triads E and Ab, for example. It's an interesting read with some points that make me want to improvise and compose with some of the ideas.

Taking this on, then, I came up with this:

In the bass clef are minor triads a major third apart with efficient voice-leading. The top stave contains the notes that forms an ATH with each of the triads. Interesting that each of the three-note chords voice-lead pretty well to one another, not as well as the triads, but well enough to sound connected I think (not counting the transition across the bar-line). Here is the same exercise using major triads:


So now the task is to get familiar with all these in all keys. I'll probably do this by combining methodical practice (simply playing each voicing in all keys with the metronome) with more improvisation-based practice, where I use each chord as a point-of departure for improvising and try to sometimes return, other times progress through, each voicing in all keys.


Needless to say I have a lot to work on, but I'm excited to work hard on continuing to develop my language for improvisation. If I remember I'll make a recording of my practice and post it on here.

If you have any questions that can't be answered by a quick google search post them in the comments and I'll do my best to answer.

P.S. I also just noticed that the four groups of major thirds in the second example can form two major 7th chords a tritone apart. Tymoczko's book also talks about how three-note chords voice-lead well to similar chords a major third apart (as stated above), but also that four note chords voice-lead well to the same chords transposed minor thirds away. Tritone = two minor thirds!

P.P.S. This post brings the views of my blog to over 30,000, so thank you!

Saturday, July 21, 2012

Masters Thesis

I'm very happy to share with you all the final version of my Masters thesis, titled: Elliott Carter's Rhythmic Language: A Framework for Improvisation.

I suppose at this point I could pen a lengthy reflection on the process of writing, research, performance, the course itself, or perhaps it's demise, but at this stage I'll endeavour to keep things very short.

Dr. Donna Coleman is by far and away one of the most inspiring and instructive teachers I've come across. Her enthusiasm seems to know no bounds, and her piano playing is always awe-inspiring, even more so at close quarters. I actually already owned Abbey Whiteside's famous book, On Piano Playing before I started with Donna, but it was my lessons with her that transformed that book from mere descriptions to a physical sensation I then learned and continue to refine.

The thesis details my analysis of one piano piece of Carter's, 90+ (1994), and my efforts to use the rhythmic language contained therein as a basis for my own music. My discoveries along the way have profoundly changed the way I think about rhythm.

As with most theses, it seems, my thesis is pretty dry to read, but hopefully it contains some useful information for those who are interested. I also hope that it might act as guidance for those wishing to pursue a similar topic.

Finally, it seems to me that, to paraphrase a friend of mine, that 'complex' rhythms can be used for good and evil. To my mind, this means being mindful to allowing the music to breathe, have space, and create drama. In the end (and this hopefully does not come off as too shameless a plug), I hope the reader will listen to (perhaps even buy) my music as the final product of all this work. My trio release from earlier this year, Sarcophile contains recordings discussed in this thesis.

The thesis can be downloaded from:

https://dl.dropbox.com/u/15184639/MH%20Carter%20as%20a%20Framework%20for%20Improv.pdf

For audio please check out:

http://www.marchannaford.com/buy




Saturday, November 19, 2011

Program notes for final masters recital (now with video)



            

Kleines harmonisches Labyrinth, Introitus
Johann David Heinichen (formelly BWV 591)

Moro, lasso, al mio duolo, Part 1 (from Madrigals for 5 Voices, Book 6)  –
Carlo Gesualdo

Something We Can Dance To
Marc Hannaford

Fuga a 4 Sogetti, Part 1
J.S. Bach (BWV 1080/19)

Chicken Man
Marc Hannaford

Fuga a 4 Sogetti, Part 2

Anda One
Marc Hannaford

Retrouvailles
Elliott Carter

Kleines harmonisches Labyrinth, Centrum

La Loriot, Part 1
Oliver Messiaen

We Talk in Jests
Marc Hannaford

Fuga a 4 Sogetti, Part 3

Moro, lasso, al mio duolo, Part 2

La Loriot, Part 2

Fuga a 4 Sogetti, Part 4

Thelonious
Thelonious Monk

Fuga a 4 Sogetti, Part 5

(Exitus?)

* * *

Marc Hannaford (piano) James Mclean (drums) Sam Pankhurst (double bass)


My recital arranges various musical works into a kind of musical labyrinth, the outer-most “wall” of which is Bach’s final fugue from The Art of Fugue. Heinichen’s Kleines harmonisches Labyrinth symbolises the listener’s journey through the maze, while original pieces and improvisations, as well as works by Gesualdo, Carter, Messiaen, Monk, act as ornamentations.

The inspiration for my arrangement, which, in its dualism between background structure and foreground ornamentation, also recalls Elliott Carter’s compositions that include structural rhythmic frameworks, stems from two sources. The first is literary and the second, musical (but with a literary background).

In his book Bach and the Patterns of Invention, Laurence Dreyfus analyses works by J.S. Bach through “the inverse of synthesis or composition.”[1] By uncovering embedded generative qualities in musical subjects he shows how they and their  transformations play structural (rather than purely developmental) roles: “Within the composition of a thematic idea . . . Bach is especially adept at encoding mechanisms that ensure its elaboration.”[2] The generative nature of Bach’s subjects and their development allow me to regard particular pitches, registers, harmonies and rhythmic figures in BWV 1080/19 as “portals” to other pieces by a variety of composers. The result is an hour-long program that encompasses a variety of pieces into (as I will explain) an incomplete whole. The pieces overlap (reminiscent of Mozart’s Don Giovanni or Charles Ives’s Symphonies), are embedded one in another (similar to sample culture in hip-hop) or are juxtaposed.

Kleines Harmonisches Labyrinth, once thought to be by J.S. Bach, illustrates a journey into, through and out of a labyrinth, with J.S. Bach as the Minotaur. Harmonically, entry to the labyrinth is symbolised by a progression from C major through a series of false cadences to ever distant key centres. The labyrinth’s centre contains a short but highly chromatic fugue containing Bach’s name (also a feature of the final section of BWV 1080/19). Heinichen’s piece points to something outside itself; it is incomplete in that encourages the listener to form associations between the purely musical and the extra musical. Incompleteness creates a mystery (particularly in a space such as a recital where completeness is the norm) that invites active listening. Music that is deliberately incomplete “invite[s] completion from the outside.”[3] That is, the listener is invited to be absorbed by the music, rather than simply absorb it.

Incompleteness pervades my entire program: no piece is given a complete rendition according to the published score except for Bach’s fugue, which was left unfinished by the composer. Labyrinths and incompleteness are entwined; labyrinths must be incomplete to invite our participation. Already “completed” puzzles are closed entities the require nothing more from the outside; they are autonomous.

My time in the Masters of Music (by Research) course at in the Faculty of the VCA and Music has spawned many developments for my playing and thinking. It has, however, included far more germs of ideas that are waiting to be developed. Hence it seems fitting that incompleteness is the central theme for this recital; my degree will show its true value in the coming years, when I have a chance to research, apply and develop the many concepts that are yet to mature.







Bibliography


Dreyfus, Laurence. Bach and the Patterns of Invention: Harvard University Press, 2004.
Leppert, Richard and Susan McClary, ed. Music and Society: The Politics of Composition, Performance and Reception: Cambridge University Press, 1990.




* * *



Thankyou:


Donna Coleman

John McCaughey

Simon Barker

Elliott Gyger

Kate Morris

James Mclean

Sam Pankhurst

Emily Thomson



Here's almost all of the video of the performance: the camera cut out a little way toward the end . . .just click on the "watch" tab.


[1] Laurence Dreyfus, Bach and the Patterns of Invention (Harvard University Press, 2004), 10.
[2] Ibid.
[3] Shepherd, John. 1987. Musical and Male Hegemony. In Music and Society: The Politics of Composition, Performance and Reception (Cambridge University Press,1990), ed. Richard and Susan McClary Leppert, 164.