Music Theory and Application

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Music Theory

and Application
Gab Del Rosario
Building the foundation
Why am I here?

What is the importance of music in my life?


Understanding the Basics
Understanding the Basics
Staff

Clef
Understanding the Basics
How to write a proper G Clef?
Understanding the Basics
The Grand Staff
Understanding the Basics
Understanding the Basics
Understanding the Basics
Understanding the Basics

Value of Notes & Rests


Understanding the Basics
Notes

Rests
Understanding the Basics
Bar lines & Measures
Understanding the Basics
Understanding the Basics
Systemic Barlines - connect the two staves of the grand staff,
which can also be called a "system."
Understanding the Basics

Why do we need to
separate measures?
Understanding the Basics
Time Signatures - The time signature of a piece will give it a
very distinctly rhythmic sound, style or “flavor”.

1 – whole note
2 – half note
4 – quarter note
8 – eighth note
16 – sixteenth note, and so on
Understanding the Basics
Slurs & Ties
Understanding the Basics
Dots – Increases duration by one half
2 + 1 1 + 1 + 1
Understanding the Basics
Accidentals - a note whose pitch is not a member of a scale or
mode indicated by the most recently applied key signature
Understanding the Basics
Key Signatures on G Clef
Understanding the Basics
Key Signatures on F Clef
Theory Application
Theory Application
Notes on piano
Theory Application
Frequency of notes
Theory Application
Theory Application
Theory Application
Intervals
Theory Application
Scales & Degrees – sequence of ordered musical notes
Theory Application
Theory Application
Theory Application
Theory Application
Basic Conducting
Theory Application
Steps in learning a song
1. Acquire a song sheet or “pyesa”
2. Read the Headings (eg. Title, Composer, etc.)
3. Read the lyrics
4. Understand the song
5. Write some notes or marks
6. Learn the musical notes
7. Make some adjustments
8. Sing with passion
Theory Application
Chord Variations
 Major = Root note + 4 + 3
 C Major, CMaj, CM
 Major 7th = Root note + 4 + 3 + 4
 C Major 7th, CMaj7, CM7
 Minor = Root note + 3 + 4
 C minor, Cmin, Cm
 Minor = Root note + 3 + 4 + 3
 C minor 7th, Cmin7, Cm7
 Suspended 4th= Root note + 5 + 2
 C Suspended 4th, Csus4
 Dominant 7th = Root note + 4 + 3 + 3
 C 7th, C7
 Diminished = Root note + 3 + 3
 C Diminished, Cdim
Vocal Production
Vocal Production
4 Major Classifications of Voices
Female
 Soprano
 Alto

Male
 Tenor
 Bass
Vocal Production
Vocal Process
1. Posture
2. Respiration
3. Phonation
4. Resonance
5. Registration
6. Articulation
7. Interpretation
Vocal Production
1. Posture

Good posture to achieve healthy vocal


production. It allows maximum air inhalation and
efficient air management and helps in achieving good
phonation. It also gives an image of confidence.
Vocal Production
2. Respiration

Is the process of moving air in and out of the


body. Inhalation and exhalation. For speaking and
singing, a more controlled breathing is involved
compared to that of regular breathing for daily living.
Vocal Production
Breathing process
Vocal Production
The diaphragm
Vocal Production
3. Phonation

Is the process of producing vocal sound by the


vibration of the vocal folds that is in turn modified
resonance of the vocal art. It takes place in the larynx
(voice box) when the vocal folds are brought
together and breath pressure is applied to them in
such a way that vibration occurs and causing an
audible source of acoustic energy, i.e., sound, which
can then be modified by the articulatory actions of
the rest of the vocal apparatus.
Vocal Production
Cont. of Phonation

Phonation may be loose (vocal folds not properly


adducting), pressed (vocal folds excessively
adducting) and balanced (vocal folds adducting
enough).
Vocal Production
4. Resonation

Vocal resonation is the process by which the


basic product of phonation is enhanced in timbre
and/or intensity by the air-filled cavities through
which it passes on its way to the outside air. Various
terms related to the resonation process include
amplification, enrichment, enlargement,
improvement, and intensification. The main point to
be drawn from these terms by a singer or speaker is
that the end result of resonation is, or should be, to
make a better sound
Vocal Production
Cont. of Resonation
7 possible vocal resonators (lowest to highest)
 Chest
 Trachea (wind pipe)
 Larynx
 Pharynx
 Oralcavity
 Nasal cavity
 Sinuses
Vocal Production
4. Registration

A register in the human voice is a particular


series of tones, produced in the same vibratory
pattern of the vocal folds, and possessing the same
quality. Registers originate in laryngeal function.
They occur because the vocal folds are capable of
producing several different vibratory patterns. Each
of these vibratory patterns appears within a particular
range of pitches and produces certain characteristic
sound.
Vocal Production
Cont. of Registration

Registers may be termed as lower, middle, and


higher registers. Other pedagogues’ call them
Whistle, Head, Modal/Chest, and Fry. (highest to
lowest).

The passagio or the break or lift is the transition


area in between two registers
Vocal Production
6. Articulation

Articulation is the process by which the joint


product of the vibrator (vocal folds) and the resonators
is shaped into recognizable speech sound through the
muscular adjustments and movements of the speech
organs.
Vocal Production
5 Basic active articulators
1) Lip “labial consonants”
- Consonants made with the lips.
2) Flexible front of the tongue “coronal consonants”
- Consonants made with the front part of the tongue.
3) Middle/back of the tongue “dorsal consonants”
- Consonants that are articulated with the mid body of the
tongue (the dorsum)
4) The root of the tongue together with the epiglottis
“radical consonants”
- Consonants made with the root of the tongue.
5) Larynx “laryngeal consonants”
- Consonants made with the front part of the tongue.
Vocal Production
7. Interpretation
Is sometimes listed by voice teachers as fifth physical
process even though strictly peaking it Is not physical process.
The reason for this is that interpretation does influence the kind
of sound a singer makes which is ultimately achieved through a
physical action the singer is doing. Although teachers may
acquaint their students with musical styles and performance
practices and suggest certain interpretative effects, most voice
teachers agree that interpretation can not be taught. Students who
lack a natural creative imagination and aesthetic sensibility can
not learn it from someone else. Failure to interpret well is not a
vocal fault even though it may affect the vocal sound
significantly.

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