In music, ear training is the study and practice in which musicians learn various aural skills to detect and identify pitches, intervals, melody, chords, rhythms, solfeges, and other basic elements of music, solely by hearing. Someone who can identify pitch accurately without any context is said to have perfect pitch, while someone who can only identify pitch provided a reference tone or other musical context is said to have relative pitch. Someone that can't perceive these qualities at all is said to be tone deaf. The application of this skill is somewhat analogous to taking dictation in written/spoken language. As a process, ear training is in essence the inverse of reading music, which is the ability to decipher a musical piece by reading musical notation. Ear training is typically a component of formal musical training and is a fundamental, essential skill required in music schools and the mastery of music.
Functional pitch recognition involves identifying the function or role of a single pitch in the context of an established tonic. Once a tonic has been established, each subsequent pitch may be classified without direct reference to accompanying pitches. For example, once the tonic G has been established, listeners may recognize that the pitch D plays the role of the dominant in the key of G. No reference to any other pitch is required to establish this fact.
Many musicians use functional pitch recognition in order to identify, understand, and appreciate the roles and meanings of pitches within a key. To this end, scale-degree numbers or movable-dosolmization (do, re, mi, etc.) can be quite helpful. Using such systems, pitches with identical functions (the key note or tonic, for example) are associated with identical labels (1 or do, for example).
Functional pitch recognition is not the same as fixed-dosolfège, e.g. do, re, mi, etc. Functional pitch recognition emphasizes the role of a pitch with respect to the tonic, while fixed-do solfège symbols are labels for absolute pitch values (do=C, re=D, etc., in any key). In the fixed-do system (used in the conservatories of the Romance language nations, e.g. Paris, Madrid, Rome, as well as the Juilliard School and the Curtis Institute in the USA), solfège symbols do not describe the role of pitches relative to a tonic, but rather actual pitches. In the movable-do system, there happens to be a correspondence between the solfège symbol and a pitch's role. However, there is no requirement that musicians associate the solfège symbols with the scale degrees. In fact, musicians may utilize the movable-do system to label pitches while mentally tracking intervals to determine the sequence of solfège symbols.
Functional pitch recognition has several strengths. Since a large body of music is tonal, the technique is widely applicable. Since reference pitches are not required, music may be broken up by complex and difficult to analyze pitch clusters, for example, a percussion sequence, and pitch analysis may resume immediately once an easier to identify pitch is played, for example, by a trumpet—no need to keep track of the last note of the previous line or solo nor any need to keep track of a series of intervals going back all the way to the start of a piece. Since the function of pitch classes is a key element, the problem of compound intervals with interval recognition is not an issue—whether the notes in a melody are played within a single octave or over many octaves is irrelevant.
Functional pitch recognition has some weaknesses. Music with no tonic or ambiguous tonality[1] does not provide the frame of reference necessary for this type of analysis. When dealing with key changes, a student must know how to account for pitch function recognition after the key changes: retain the original tonic or change the frame of reference to the new tonic. This last aspect in particular, requires an ongoing real-time (even anticipatory) analysis of the music that is complicated by modulations and is the chief detriment to the movable-do system.
Interval recognition is also a useful skill for musicians: in order to determine the notes in a melody, a musician must have some ability to recognize intervals. Some music teachers teach their students relative pitch by having them associate each possible interval with the first two notes of a popular song.[2] However, others have shown that such familiar-melody associations are quite limited in scope, applicable only to the specific scale-degrees found in each melody.[3]
In addition, there are various systems (including solfeggio, sargam, and numerical sight-singing) that assign specific syllables to different notes of the scale. Among other things, this makes it easier to hear how intervals sound in different contexts, such as starting on different notes of the same scale.
Chord recognition
Complementary to recognizing the melody of a song is hearing the harmonic structures that support it. Musicians often practice hearing different types of chords and their inversions out of context, just to hear the characteristic sound of the chord. They also learn chord progressions to hear how chords relate to one another in the context of a piece of music.
Microtonal chord and interval recognition
The process is similar to twelve-tone ear training, but with many more intervals to distinguish. Aspects of microtonal ear training are covered in Harmonic Experience, by W. A. Mathieu, with sight-singing exercises, such as singing over a drone, to learn to recognize just intonation intervals. There are also software projects underway or completed geared to ear training or to assist in microtonal performance.
Gro Shetelig at The Norwegian Academy of Music is working on the development of a Microtonal Ear Training method for singers[4] and has developed the software Micropalette,[5] a tool for listening to microtonal tones, chords and intervals. Aaron Hunt at Hi Pi instruments has developed Xentone,[6] another tool for microtonal ear training. Furthermore, Reel Ear Web Apps[7] have released a Melodic Microtone Ear Training App based on call and response dictations.
One way musicians practise rhythms is by breaking them up into smaller, more easily identifiable sub-patterns.[8] For example, one might start by learning the sound of all the combinations of four eighth notes and eighth rests, and then proceed to string different four-note patterns together.
Another way to practise rhythms is by muscle memory, or teaching rhythm to different muscles in the body. One may start by tapping a rhythm with the hands and feet individually, or singing a rhythm on a syllable (e.g. "ta"). Later stages may combine keeping time with the hand, foot, or voice and simultaneously tapping out the rhythm, and beating out multiple overlapping rhythms.
A metronome may be used to assist in maintaining accurate tempo.
Timbre recognition
Each type of musical instrument has a characteristic sound quality that is largely independent of pitch or loudness. Some instruments have more than one timbre, e.g. the sound of a plucked violin is different from the sound of a bowed violin. Some instruments employ multiple manual or embouchure techniques to achieve the same pitch through a variety of timbres. If these timbres are essential to the melody or function, as in shakuhachi music, then pitch training alone will not be enough to fully recognize the music. Learning to identify and differentiate various timbres is an important musical skill that can be acquired and improved by training.
Transcription
Music teachers often recommend transcribing recorded music as a way to practise all of the above, including recognizing rhythm, melody and harmony. The teacher may also perform ('dictate') short compositions, with the pupil listening and transcribing them on to paper.
Modern training methods
For accurate identification and reproduction of musical intervals, scales, chords, rhythms, and other audible parameters a great deal of practice is often necessary. Exercises involving identification often require a knowledgeable partner to play the passages in question and to assess the answers given. Specialised music theory software can remove the need for a partner, customise the training to the user's needs and accurately track progress. Conservatories and university music departments often license commercial software for their students, such as Meludia,[9]EarMaster,[10]Auralia,[11][12][13] and MacGAMUT,[14] so that they can track and manage student scores on a computer network. Similar data tracking software such as MyMusicianship and SonicFit[15] focus on ear training for singers and are licensed by schools and community choirs. A variety of free software also exists, either as browser-based applications or as downloadable executables. For example, free and open source software under the GPL, such as GNU Solfege, often provides many features comparable with those of popular proprietary products.[citation needed] Most ear-training software is MIDI-based, permitting the user to customise the instruments used and even to receive input from MIDI-compatible devices such as electronic keyboards. Interactive ear-training applications are also available for smartphones.[16][17][18]
Playing or learning by ear is the ability of a performing musician to reproduce a piece of music they have heard, without having seen it notated in any form of sheet music. It is considered to be a desirable skill among musical performers, especially for those that play in a musical tradition where notating music is not the norm.
Musical notation is any system used to visually represent music. Systems of notation generally represent the elements of a piece of music that are considered important for its performance in the context of a given musical tradition. The process of interpreting musical notation is often referred to as reading music.
In music, there are two common meanings for tuning:
A melody, also tune, voice or line, is a linear succession of musical tones that the listener perceives as a single entity. In its most literal sense, a melody is a combination of pitch and rhythm, while more figuratively, the term can include other musical elements such as tonal color. It is the foreground to the background accompaniment. A line or part need not be a foreground melody.
In music, harmony is the concept of combining different sounds together in order to create new, distinct musical ideas. Theories of harmony seek to describe or explain the effects created by distinct pitches or tones coinciding with one another; harmonic objects such as chords, textures and tonalities are identified, defined, and categorized in the development of these theories. Harmony is broadly understood to involve both a "vertical" dimension (frequency-space) and a "horizontal" dimension (time-space), and often overlaps with related musical concepts such as melody, timbre, and form.
In music theory, a scale is "any consecutive series of notes that form a progression between one note and its octave", typically by order of pitch or fundamental frequency.
In music, the tonic is the first scale degree of the diatonic scale and the tonal center or final resolution tone that is commonly used in the final cadence in tonal classical music, popular music, and traditional music. In the movable do solfège system, the tonic note is sung as do. More generally, the tonic is the note upon which all other notes of a piece are hierarchically referenced. Scales are named after their tonics: for instance, the tonic of the C major scale is the note C.
Music theory is the study of the practices and possibilities of music. The Oxford Companion to Music describes three interrelated uses of the term "music theory": The first is the "rudiments", that are needed to understand music notation ; the second is learning scholars' views on music from antiquity to the present; the third is a sub-topic of musicology that "seeks to define processes and general principles in music". The musicological approach to theory differs from music analysis "in that it takes as its starting-point not the individual work or performance but the fundamental materials from which it is built."
In music, solfège or solfeggio, also called sol-fa, solfa, solfeo, among many names, is a mnemonic used in teaching aural skills, pitch and sight-reading of Western music. Solfège is a form of solmization, though the two terms are sometimes used interchangeably.
Articles related to music include:
Relative pitch is the ability of a person to identify or re-create a given musical note by comparing it to a reference note and identifying the interval between those two notes. For example, if the notes Do and Fa are played on a piano, a person with relative pitch would be able to identify the second note from the first note given that they know that the first note is Do without looking.
In the music theory of harmony, the root is a specific note that names and typifies a given chord. Chords are often spoken about in terms of their root, their quality, and their extensions. When a chord is named without reference to quality, it is assumed to be major—for example, a "C chord" refers to a C major triad, containing the notes C, E, and G. In a given harmonic context, the root of a chord need not be in the bass position, as chords may be inverted while retaining the same name, and therefore the same root.
In music theory, the scale degree is the position of a particular note on a scale relative to the tonic—the first and main note of the scale from which each octave is assumed to begin. Degrees are useful for indicating the size of intervals and chords and whether an interval is major or minor.
In music theory, an enharmonic scale is a very ancient Greek musical scale which contains four notes tuned to approximately quarter tone pitches, bracketed between four fixed pitches. For example, in modern microtonal notation, one of the several enharmonic scales aligned with the conventional key of C major would be
The Kodály method, also referred to as the Kodály concept, is an approach to music education developed in Hungary during the mid-twentieth century by Zoltán Kodály. His philosophy of education served as inspiration for the method, which was then developed over a number of years by his associates. In 2016, the method was inscribed as an item of UNESCO Intangible Cultural Heritage.
Tonic sol-fa (or tonic sol-fah) is a pedagogical technique for teaching sight-singing, invented by Sarah Ann Glover (1785–1867) of Norwich, England and popularised by John Curwen, who adapted it from a number of earlier musical systems. It uses a system of musical notation based on movable do solfège, whereby every note is given a name according to its relationship with other notes in the key: the usual staff notation is replaced with anglicized solfège syllables (e.g. the syllable la for the submediant) or their abbreviations (l for la). "Do" is chosen to be the tonic of whatever key is being used (thus the terminology moveable Do in contrast to the fixed Do system used by John Pyke Hullah). The original solfège sequence started with "Ut", the first syllable of the hymn Ut queant laxis, which later became "Do".
EarMaster is a music application for Windows, Mac, iOS and Android launched in 1996 by Danish editor Miditec, who changed its name to EarMaster ApS in 2005. The first prototype version of the software was DOS-based, but since 1996, it has been ported to multiple operating system. The main focus of EarMaster is ear training and sight-singing, even though EarMaster seems to tend towards a more general approach to music teaching since v. 4.0, covering a broader spectrum of music theory and practice.
In music theory, a predominant chord is any chord which normally resolves to a dominant chord. Examples of predominant chords are the subdominant, supertonic, Neapolitan sixth and German sixth. Other examples are the secondary dominant (V/V) and secondary leading tone chord. Predominant chords may lead to secondary dominants. Predominant chords both expand away from the tonic and lead to the dominant, affirming the dominant's pull to the tonic. Thus they lack the stability of the tonic and the drive towards resolution of the dominant. The predominant harmonic function is part of the fundamental harmonic progression of many classical works. The submediant (vi) may be considered a predominant chord or a tonic substitute.
Post-tonal music theory is the set of theories put forward to describe music written outside of, or 'after', the tonal system of the common practice period. It revolves around the idea of 'emancipating dissonance', that is, freeing the structure of music from the familiar harmonic patterns that are derived from natural overtones. As music becomes more complex, dissonance becomes indistinguishable from consonance.
GNU Solfege is an ear training program written in Python intended to help musicians improve their skills and knowledge. It is free software and part of the GNU Project.
↑ Mayfield, Connie E. (2002). Theory Essentials, Volume I: An Integrated Approach to Harmony, Ear Training, and Keyboard Skills. New York: Schirmer. ISBN0-534-57231-6.
↑ Rogers, Michael (1983): "Beyond Intervals: The Teaching of Tonal Hearing," Journal of Music Theory Pedagogy, (6):18-34
Karpinski, Gary S. (2000). Aural Skills Acquisition: The Development of Listening, Reading, and Performing Skills in College-Level Musicians. Oxford University Press US. ISBN978-0-19-511785-1.{{cite book}}: CS1 maint: location missing publisher (link)
Prosser, Steve (2000). Essential Ear Training for the Contemporary Musician. Berklee Press. ISBN0-634-00640-1.
Friedmann, Michael L. (1990). Ear Training for Twentieth-Century Music. Yale University Press. ISBN0-300-04536-0.
Karpinski, Gary S. (2007). Manual for Ear Training and Sight Singing. Norton. ISBN978-0-393-97663-2.
Karpinski, Gary S. (2006). Anthology for Sight Singing. Norton. ISBN978-0-393-97382-2.
Teck, Katherine (1994). Ear Training for the Body: A Dancer's Guide to Music. Princeton Book Company. ISBN978-0-87127-192-1.
External links
Understanding Any Piece of Music by Ear Teaches you how to feel both the tonality and the tonal center of any piece of music, with exercises to try yourself.
This page is based on this Wikipedia article Text is available under the CC BY-SA 4.0 license; additional terms may apply. Images, videos and audio are available under their respective licenses.
