No suitable text has been found. Much of the material presented in the class has been developed over the years and is drawn from a variety of sources. Some of it is presented orally while other parts are given as handouts. However, once the students have advanced sufficiently in Comprehensive Musicianship (III & IV), a number of the exercises will be drawn from texts used in that class.
There are three sections in this class, each of which is geared to students of different musicianship and keyboard skills. Students are screened at the beginning of each semester to determine which level best suits their particular needs and assigned appropriately. Section 1 is designed for students with limited keyboard skills. Intermediate students may be placed according to the level of their facility in section 2. Section 3 is for advanced pianists with a strong foundation in music theory. While much of the material is compiled from existing sources, at times it is necessary to design new exercises to match a particular group or student's deficiencies. Course content is flexible within the goals designated as necessary for the student to meet the requirements of the Music Department.
This course aims to improve musicianship through application of the keyboard as a learning tool. Non-pianists will develop reading and coordination skills while pianists will be challenged to improve and expand existing skills. An immediate goal will be to help students improve their ability to play the musical examples in the Comprehensive Musicianship text (thus reinforcing that material) while long-term goals will be improved sight-reading skills and the ability to harmonize melodies.
Learning Objectives: Classes in Keyboard Harmony emphasize the development of keyboard skills necessary to utilize this instrument as a tool for better understanding of music theory. The sequence of courses will introduce students to the following Music Department Learning Objectives:
Objective II: Critical Thinking and Aural Analysis
 | By developing skills integrating aural perception, analysis and rhythm for the development of musical material into improvisation, new musical arrangements and original composition. |
Objective III: Breadth of Knowledge
| By learning basic terminology associated with the construction of music. |
Assessment: Grades will be based on class participation and preparation, mid-term and final exams. Exams will be given at the keyboard. The student is expected to demonstrate improved skills. Attendance is important as the body of the course will not be found in any one text. Flexibility in course content will be maintained to better accommodate the Comprehensive Musicianship curriculum. Because the class meets only once a week absences must be limited to a maximum of one per semester before the student's grade is effected.
|
Review (See syllabus for MUT 1032 & 1034, Keyboard Harmony I & II). |
|
Secure and expand scale and arpeggio fingering patterns and improve performance. |
|
Develop chord progressions in any key. Close or open position. |
|
Nonharmonic tones and figured bass revisited. |
|
Study techniques for the realization of more complex figured bass exercises. |
|
Examine and learn to play different scale harmonizations, including those that incorporate secondary dominants. |
|
"C" as I, as ii, as iii, etc. harmonized. |
|
Transposition. |
|
Addition of embellishing tones. |
|
Introduce a variety of accompaniment patterns. |
|
Keyboard expansion and elaboration of given ideas (melodic, rhythmic or harmonic). |
|
Introduction of so-called "exotic harmony." |
|
All 7th chords and secondary dominants. |
|
Modulation: near-related, "stride," and those using the diminished 7th, N6 and Augmented 6th chords. |
|
An introduction to score reading (a portion of a string quartet using the C clefs). |
|
Chord symbols used in "pop" music. |
|
Embellishment of chain progressions. |
|
Exercises incorporating 9th, 11th and 13th chords. |
|
Final exam performances of "America the Beautiful" (fall semester) and the "Star-Spangled Banner" (second semester). |