This article is about the musical concept. For the album by Preston Reed, see Playing by Ear.
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.[1] 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.[2]
It is a misconception that musicians who play by ear do not have or do not require musical education, or have no theoretical understanding of the music they are playing.[3]
Playing by ear is often also used to refer more generally to making music without using musical notation, perhaps using (elements of) improvisation and instant composition.
Blues, pop, jazz, and many forms of non-western music are fundamentally rooted in the concept of playing by ear, where musical compositions are passed down from generation to generation. In this respect, playing by ear can also be seen as a music-specific example of oral tradition.[4]
The concept of playing by ear has led to the development of the idiom to play by ear or "play it by ear."
Method
One learns a piece of music by ear by repeatedly listening to it performed, memorizing it, and then trying to recreate what one has heard. This requires the use of several related skills such as ear training, musical perception, tonal memory, audiation, music theory, and knowledge of the traditions of the music one is trying to learn.[5] As such, learning to play by ear involves training those skills as well.
To practice playing music by ear, music teachers often have a student listen to short musical examples which the student will have to write out in musical notation, play back on an instrument, sing, or describe using note names or a solfège system. Musicians will also train their playing by ear skills by taking recordings of full songs and pieces, figuring out the notes by ear, and either transcribing or memorizing them. According to studies playing by ear is associated with a higher level of creativity and musical intelligence. [6]
Audiation is a vital skill for playing music by ear. Edwin Gordon, originator of the term, describes audiation as: "the foundation of musicianship. It takes place when we hear and comprehend music for which the sound is no longer or may never have been present."[7] It is often described as the ability to hear music in your head. In this sense, audiation is to music what thought is to language.[8]
Learning to play by ear, in the sense of making music without notation, is often compared to learning to speak a language.[9] When sufficiently mastered, playing music by ear should be as comfortable and easy as having a conversation. We speak and react to what we hear, without having to think too deeply about every word we use. The same would be true when playing by ear. A musician can produce a sound at the same time they think of it, without having to consider every separate note they play.
Existence in musical traditions
In most instances, traditions in which music is primarily learned by ear do not use musical notation in any form. Some examples are early Blues guitarists and pianists, Romanifiddlers, and folk music guitarists.
Historically, the Western classical music tradition has been based on the process of learning new pieces from musical notation, and hence playing by ear has a lower importance in musical training. Before the widespread use of sheet music, much early medieval Western music was learnt by ear, particularly in monasteries.
However, many teaching methods in this tradition incorporate playing by ear in some form. For instance, "ear training" courses are a standard part of conservatory or college music programs (including use of Solfège), and the Suzuki method, which incorporates a highly developed focus on playing by ear from a very young age.
In the West, learning by ear is also used heavily in the genres of folk music, blues, rock, pop, funk, reggae, and jazz. While most professional musicians currently active in these genres are capable of reading musical notation, playing by ear is still widely practiced for a number of reasons. Among those are ease and speed of learning songs, flexibility while improvising and playing variations, and working around the limitations of western musical notation.
Since western musical notation was developed for classical music, musicians sometimes run into issues when musical expressions are commonly used in the genre they are performing but not in classical music. Examples of this are percussion instruments in Afro-Cuban music, where different strokes and techniques are used to produce different tones and timbres,[11] or improvised music like jazz and classical Indian music, where large parts of the composition consists of guidelines for improvisation. Western musical notation can be ill-suited for these situations, and although supplements to musical notation can be invented to try to accommodate this, playing by ear and oral learning are often preferred because of readability, ease, and tradition.[citation needed]
Figured bass is musical notation in which numerals and symbols appear above or below a bass note. The numerals and symbols indicate intervals, chords, and non-chord tones that a musician playing piano, harpsichord, organ, or lute should play in relation to the bass note. Figured bass is closely associated with basso continuo: a historically improvised accompaniment used in almost all genres of music in the Baroque period of Classical music, though rarely in modern music. Figured bass is also known as thoroughbass.
In the most general of terms, music is the arrangement of sound to create some combination of form, harmony, melody, rhythm, or otherwise expressive content. Definitions of music vary depending on culture, though it is an aspect of all human societies and a cultural universal. While scholars agree that music is defined by a few specific elements, there is no consensus on their precise definitions. The creation of music is commonly divided into musical composition, musical improvisation, and musical performance, though the topic itself extends into academic disciplines, criticism, philosophy, psychology, and therapeutic contexts. Music may be performed or improvised using a vast range of instruments, including the human voice, and thus is often credited for its extreme versatility and opportunity for creativity.
Musical notation is any system used to visually represent auditorily perceived music, played with instruments or sung by the human voice through the use of symbols, including notation for durations of absence of sound such as rests. The act of deciphering or reading a piece using musical notation, is known as "reading music".
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.
Musical composition can refer to an original piece or work of music, either vocal or instrumental, the structure of a musical piece or to the process of creating or writing a new piece of music. People who create new compositions are called composers. Composers of primarily songs are usually called songwriters; with songs, the person who writes lyrics for a song is the lyricist. In many cultures, including Western classical music, the act of composing typically includes the creation of music notation, such as a sheet music "score", which is then performed by the composer or by other musicians. In popular music and traditional music, songwriting may involve the creation of a basic outline of the song, called the lead sheet, which sets out the melody, lyrics and chord progression. In classical music, orchestration is typically done by the composer, but in musical theatre and in pop music, songwriters may hire an arranger to do the orchestration. In some cases, a pop or traditional songwriter may not use written notation at all and instead compose the song in their mind and then play, sing or record it from memory. In jazz and popular music, notable sound recordings by influential performers are given the weight that written or printed scores play in classical music.
Sheet music is a handwritten or printed form of musical notation that uses musical symbols to indicate the pitches, rhythms, or chords of a song or instrumental musical piece. Like its analogs – printed books or pamphlets in English, Arabic, or other languages – the medium of sheet music typically is paper. However, access to musical notation since the 1980s has included the presentation of musical notation on computer screens and the development of scorewriter computer programs that can notate a song or piece electronically, and, in some cases, "play back" the notated music using a synthesizer or virtual instruments.
In music, solfège or solfeggio, also called sol-fa, solfa, solfeo, among many names, is a music education method used to teach aural skills, pitch and sight-reading of Western music. Solfège is a form of solmization, though the two terms are sometimes used interchangeably.
Carnatic music, known as Karnāṭaka saṃgīta or Karnāṭaka saṅgītam in the South Indian languages, is a system of music commonly associated with South India, including the modern Indian states of Karnataka, Andhra Pradesh, Telangana, Kerala and Tamil Nadu. It is one of two main subgenres of Indian classical music that evolved from ancient Hindu texts and traditions, particularly the Samaveda. The other subgenre being Hindustani music, which emerged as a distinct form because of Persian or Islamic influences from Northern India. The main emphasis in Carnatic music is on vocal music; most compositions are written to be sung, and even when played on instruments, they are meant to be performed in gāyaki (singing) style.
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.
A composer is a person who writes music. The term is especially used to indicate composers of Western classical music, or those who are composers by occupation. Many composers are, or were, also skilled performers of music.
In music, sight-reading, also called a prima vista, is the practice of reading and performing of a piece in a music notation that the performer has not seen or learned before. Sight-singing is used to describe a singer who is sight-reading. Both activities require the musician to play or sing the notated rhythms and pitches.
Accompaniment is the musical part which provides the rhythmic and/or harmonic support for the melody or main themes of a song or instrumental piece. There are many different styles and types of accompaniment in different genres and styles of music. In homophonic music, the main accompaniment approach used in popular music, a clear vocal melody is supported by subordinate chords. In popular music and traditional music, the accompaniment parts typically provide the "beat" for the music and outline the chord progression of the song or instrumental piece.
Ear training is a music theory study in which musicians learn aural skills to identify pitches, intervals, melody, chords, rhythms, solfeges, and other basic elements of music, solely by hearing. Someone who can identify pitch accurately without context is said to have "perfect pitch". 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 sight-reading, the latter being analogous to reading a written text aloud without prior opportunity to review the material. Ear training is typically a component of formal musical training and is a fundamental, essential skill required in music schools.
Music education is a field of practice in which educators are trained for careers as elementary or secondary music teachers, school or music conservatory ensemble directors. Music education is also a research area in which scholars do original research on ways of teaching and learning music. Music education scholars publish their findings in peer-reviewed journals, and teach undergraduate and graduate education students at university education or music schools, who are training to become music teachers.
Gongche notation or gongchepu is a traditional musical notation method, once popular in ancient China. It uses Chinese characters to represent musical notes. It was named after two of the Chinese characters that were used to represent musical notes, namely "工" gōng and "尺" chě.
Musical improvisation is the creative activity of immediate musical composition, which combines performance with communication of emotions and instrumental technique as well as spontaneous response to other musicians. Sometimes musical ideas in improvisation are spontaneous, but may be based on chord changes in classical music and many other kinds of music. One definition is a "performance given extempore without planning or preparation". Another definition is to "play or sing (music) extemporaneously, by inventing variations on a melody or creating new melodies, rhythms and harmonies". Encyclopædia Britannica defines it as "the extemporaneous composition or free performance of a musical passage, usually in a manner conforming to certain stylistic norms but unfettered by the prescriptive features of a specific musical text." Improvisation is often done within a pre-existing harmonic framework or chord progression. Improvisation is a major part of some types of 20th-century music, such as blues, rock music, jazz, and jazz fusion, in which instrumental performers improvise solos, melody lines and accompaniment parts.
Shakuhachi musical notation is a traditional tablature-style method of transcribing shakuhachi music.
The Nashville Number System is a method of transcribing music by denoting the scale degree on which a chord is built. It was developed by Neal Matthews and his brother Monty Matthews, in the late 1950s as a simplified system for the Jordanaires to use in the studio and further developed by Charlie McCoy. It resembles the Roman numeral and figured bass systems traditionally used to transcribe a chord progression since the 1700s. The Nashville Number System was compiled and published in a book by Chas. Williams in 1988.
The Nashville Number System is a trick that musicians use to figure out chord progressions on the fly. It is an easy tool to use if you understand how music works. It has been around for about four hundred years, but sometime during the past fifty years [approximately 1953–2003], Nashville got the credit.
The Nashville numbering system provided us the shorthand that we needed so that we could depend on our ears rather than a written arrangement. It took far less time to jot the chords, and once you had the chart written, it applied to any key. The beauty of the system is that we don't have to read. We don't get locked into an arrangement that we may feel is not as good as one we can improvise.
In traditional Arabic music, maqam is the system of melodic modes, which is mainly melodic. The word maqam in Arabic means place, location or position. The Arabic maqam is a melody type. It is "a technique of improvisation" that defines the pitches, patterns, and development of a piece of music and is "unique to Arabian art music". There are 72 heptatonic tone rows or scales of maqamat. These are constructed from augmented, major, neutral, and minor seconds. Each maqam is built on a scale, and carries a tradition that defines its habitual phrases, important notes, melodic development and modulation. Both compositions and improvisations in traditional Arabic music are based on the maqam system. Maqamat can be realized with either vocal or instrumental music, and do not include a rhythmic component.
Each style and era of jazz adopted new techniques to help educate younger musicians. Early forms of jazz education were more informal. Since the first degree program was founded in 1947, the rise of institutionalized jazz education, resulted in jazz education becoming more formalized and more structured. Formalized jazz education has brought a new wave of interest in jazz. JazzTimes.com currently lists 492 collegiate jazz programs globally. This database is exclusive to just schools that offer majors and does not include the number of schools that also offer jazz courses in their curriculum. The formalization of jazz was and still is a controversial subject. Many professional musicians believe that it has harmed the spirit of the music, while others maintain that it has been beneficial for the art form.
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