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ORIENI'ATION
Schoenberg
-HiV
-HiV
VI
I
10 II
12 13
a)
II
- ".
'-.......' ..
if
p.#
..
lJ
-tV
8--
II
tJ
17
...
t:
II
l_
tJ
b)
11.,
.'--
I-I
#5
(bar 13)
7
l
J
!
V
1
I
..-..
'V
22
21
24
23
-2iI
III
1fJ-.
+)
etc.,
..
/b;+
-HiV
II
'----
------
.,
1. 7
fr
IV
20
-Hi-
a)
15
.Il
hf
+)
19
---------J
I
..
14
b)
+ ) free auxiliary
18
"---1--1
fr
fr
16
IV
VI
c)
1 i
I
(bar 20)
V:5
(bar 21)
lJ
11
..
!rt-
IV fr
(bar 22)
d)
TI
1
I.
ff
1F)
I
--I!
remains to be seen whether studies from the angle of emancipated dissonance can add much of substance to this technical
exploration and understanding. Nevertheless, in view of the fact
that the term itself was actually accepted by both composers, it
is surely a valid exercise at least to outline what the elements
of such a study might be.
METHOD
Figure
[J =
q 2'
#2
11.3
q3
#3
H:
#4
#5
1/,6
q6
;6
11.7
7
#7
Figure 1.3
!i.6
3
q7
q4
q3
: 2
1.2
q5
q5
#4
q3
Bass
Voice omitted
II
First, let us take the last two bars of Schoenberg's song op.
15 no. 10 (see example 1.2). This cadence takes its character
from the fact that what, from the bass alone, could support a
full close on and in G is not confirmed diatonically by
upper voices. As a chordal analysis, therefore, a simple 'G:
V - l' will not do, unless we have no interest whatever in
type of dissonant harmony involved, and the differences
between this cadence and those which really do
unadulterated dominant and tonic triads of G major or mil.or.
The fact remains, however, that these bars do contain :J
major triad, and a final chord on G which includes [he
augmented second abO\'e the bass, the enharmonic equivalent
of the minor third. It is these diatonic features that art'
preserved alongside the less orthodox harmonic elements in
the analysis below:
Figure
1.1
augmented unison
minor second
major second
augmented second
diminished third
minor third
major third
augmented third
diminished fourth
perfect fourth
augmented fourth
diminished fifth
perfect fifth
augmented fifth
diminished sixth
minor sixth
major sixth
augmented sixth
diminished seventh
minor seventh
major seventh
augmented seventh
diminished octave
q3
D
MODEL
rl
;,
mj non alpeg.
II-
IL
92 (.,=Jsempre)
L-i
1":\
I
_I.r:>.:
,L-:r
'--'fY
I
:
\
...
c..
'Ii:
q6
q6
:;5
Bass:
c:
H
,3
F
IY
I,..
,-1-
,3
E
III
D
II
-----........
-:---.
q3
C
I
,-
I-
I..
---
..
ventional tonal, triadic hannony not just possible, but unavoidable. 'Vith this piece, however as already suggested
the
function of such comparison is not to claim that the music has
a consistent 'background' of conventional hannony: it is simply
to define with some degree of precision the distance between
such hannony and what Stravinsky actually writes.
"
This composition comprises a succession of I 23 chordal statements - a total arrived at by counting all immediate repetitions
in bar 1) as one, but all separated repetitions (as when the first
chord of bar 1 is repeated in bar 2) as one each. Even \vhen all
repetitions are grouped together, and all enharmonically equivalent intervals regarded as the same (for example, sharp 4 as
flat
there remain 45 different types of vertical sonority
not totally different, of course - and it is through plotting the
relationships between invariants and variants in this material
that analysis can begin to interpret the hannonic character and
structure of the music. Figure 1.6 lists the 45 chord-1:)pes in
an order determined by the gradually increasing size of their
constituent inten-als, and also indicates which of the 123 chord
statements are represented by each type.
As the fonnal analysis has already indicated, the first part
of the piece, up to Chord 82, is dominated by exact and varied
repetitions. Chord-type 3 (flat 2, natural 3, flat 6 and its
enharmonic equi\-alent flat 2, flat 4, flat 6) accounts for 18 of
the 82 statements, and chord-type 23 (flat 3, natural 3, flat 7)
for 13. It is also these statements together which do most to
orient the hannony towards an extended C minor. Indeed,
Chord 7 in its first, predominant, fonn might be defined in
scale-degree terms as the third inversion of a C minor tonic
seventh, though such nomenclature is scarcely very illuminating! given the context. Chord-type 3 is particularly important, not just as a focused dissonance with strong C minor
connections, but as the leading member of a family of chordstructures whose ofIShoots can be found in significant numbers
throughout the piece. In particular, the fact that Chord 7 is
an exact transposition of Chord 5, and the additional fact that
both share the im-ariant flat 2, flat 6 element with Chord 4,
point to the piece's most significant unifying features, chordally
speaking. It will be noted that Chord 6 (Chord-type 23' does
not share this feature, beyond the ubiquitous minor second
between its flat 31 natural 3, and this distinction demonstrates
a strong contrast between the present method of analysis and
pitch-class set analysis: chord-type 3 is pitch-class set 4-19 [0,
I. 4, 8J:
23 is pitch-class set 4-Z15 [0, I, 4, 6]. In
pitch-class set terms, therefore, the invariant relationship is
much closer than it is in the chordal analysis. The argument
for a significant dine-renee in structure between Chord 6 and
the chords on either side of it centres on the fact that Stra\1nsky
consistently uses it as a passing element between the two typeas a whole
3 chords. And in the larger context of the
chords built from the fl;:lt '2 interval are much more prominenL
and qructurally. than other types.
Chords built h-ol11 the Hat '2 inten-al pr0\1de S4 out of 123
'ralements. including the first and last chords of both parts of
Figure 1.5
Chord III: q,
Chord
Chords
lIZ:
,2,
!;.h
invariant pitches
D,A:
invariant intervals H-:
II L
lIZ:
invariant pitch-class F #
AI/D(III)
C#/F(U2)
6:
CD1 A J
40
I-Ill
tJ
>
PI'
,...-- 3 -----.
(area)
(arco)
r----
1"':\
,,>
- cresc,
_
PI'
,..
tJ
PI'
(r""I)
(V)
V V V
v-
(V)
(r""I)
I!
mf
16 17 18 1920
13
7A
tJ
..
(V)
I 15
(r""I)
4
--'
(r""I)
mf
'-3--'<>
:::l..
'*"'*
.(vl
(r""I)
-If*--
394041 42 43
44
11
11ff
------v--
'--3--'<>
4647
11
10
12
..... -
-9-
-,J
-:;J
-:;J.lnf7J
13
14
.J.
15
..
-:;J.-.J
-:;J. -:;J."
,
,
v- ....
PI'
262728
PI'
7J
-.J
29 30 31
32 33
"'*
34 35 36 37 38
..
ill
5-
-"E
(V)
In:1
PI'
r""I
vo
PI'
.
.. '1" "'*
'* -
-.J
:;i: j,-,J
PI'
49
-9-
-.J
1If\"V- TI"
50 51 52
-:;J.
53 54 55 56
I
'*
-
r
-4
57 58 5960
(ry
(V)
I
(r""I)
";- TI'--- L
..
(r""I)
(V)
r""I
48
(r""I)
r""I
25
(V)
.. -
PI'
PI'
V V V >1,.V
45
:;;
-IIf(-
v ...
'1.
V V V
24
-,J
(r""I)
..
r""I
if'--3-J<:>
(r""I)
7J
..
.. vo
- .. - '*
I!
2223
<>
V V V
(r""I)
-:;J.1nt -:;J.
(V)
'-
vv
V------V--V
V V
21
(V)
tJ
>
6
,
__
-.J
if '--3-'<>
=d
PI'
---......
(r""I)
(V)
Inf
v.
V V V >V V
..
..
(V)
r""I
,;
tJ
-:;J. -.J
PI'
1"':\
#1J:6t- #1J:6t1
- #t1J:6t- creiC.
=====:::1:#",,""
23
-9-
(V)
VO
3 -----.
....
r""I
PI'
,..
In:1
PI'
PI'
(Vl
r""I
..., ....,.
cresco _
PI'
..
PI'
1"':\
r r r
.--- 3 -----.
tJ
PI'
PI'
/ cresc._
ft
, 3 Tuttir""I'suI tasto
1"':\
61
@'11
(V)
...
(r"I)
"-.!
tJ
---
-I
"'...."--'''''
11
mif
67
68
-"
tJ
,.
-t9-
,.
-t9-
PJ111
3---.
i-
'IT
pp III
"
f4
17
pp
Got" ...
1':\
(V)
pp
72 73 74 75
(1"'1) ,
(f"'I)
76 77 78 79
80 81
82
1fd
fL
I
,/e
,
II
r-3-.
n ____
11':::'
1fd
3 -----,
fL
.,
84 85 86
.,
87
--
92
.Q.
I_
II
-:e.
-&
91
3---.
ftCl_-
-&
88 89 90
........Jt...
.p.
fL
I
II
3 -----,
.--3--.
r--3
sons reels
83
_ 1'0
1"'1
pp
1':\
(V)
1"'1
-t9-
ft-
II
II
fL
II
?J.
3---.
3---.
1':\
(1"'1) ,
-,J
9-1'-
-9-'
II
-" '-"!"
pp
pp
P
71
(r"I) , I
(V)
V Got
69 70
-9-
1"'1
11
<>
-*
I1U
VV
1':\
(V)
1"'1
VI
<>
'3 I
pp
< >
'--3--'
62 63 64 65 66
Tutti
'-- 3---'
mif
(r"I)
(1"1)
'"
-9-
mif
('I)
V V VI
I
-9-"
(V)
I
(r"I)
-* ...... -*-"!"
'--3---'<>
1ILf
(V)
II
93
94
95
96
97
98
99 100
@
? -,..
:(!:
f:-
:(!:
':f!:
I_I
V/""i',.
ttf;.l
,.,
,., -
11
#1#_ f--=#
0
"
tJ
II
feelS - - -
#1#:
-9
112
ppp
3---.
(,.,)
IV
V
3 -----,
ppp
.--- 3--,
.....
V
Q
-9
#1#:
ppp
(,.,)
*
p(ro>
::=:::::::::: F=-
Pf- Ico>
---
1":\
p.e.*
ppp
1":\
P,
Tl
v_v
I PPPP
==== i:::=..---3
tJ
ppp
117
118
(,.,)
--
115 116
IV
1\
,-.:
1":\
(,.,)
f;.I
II'v .......
ppp
===-
poco>
114
113
ltn,
I sons
ppp
I
110 III
109
.p-*
,..
107 108
.---- 3 ----,
p."
sons
reels
"Col"
ppp
-------r
ppp
-.p-
ppp
sons
reels
..---3
""
IV
sons
reels
"- LJf;.I
II
. - - 3---.
,..
,.,
T uttl su tasto
..--- 3----,
fl-
----=-'
pppII
,.,
l'
fl-
I.
II
3---.
':1-3-,
,..
sons
eI
@es
::::
1":\
ppp
122
123
12
Figure 1.6
Stravinsky
Pitches in ascending order
C, F
Chord-type
D,
C, A, D
29,53
(i)
F, A, D
(ii)
E, GI, C, F
65
(i)
(ii)
(iii)
B,
C I , F, A, D
(i)
(ii)
G I , C, A, D
B,
C, F
21,45, 68
114, 1I8
G" C" D, A, C
106
C" F" D, F, A
II2
q3, 14
'2
Chord-number
50
(p)
q3,
(I I)
4
4, q4, 5
'2,
6M,m,A
2, 4, q4, 6
G, C
D,
7 MA
q4, q6
(II. 7)
E I , A" D, F" A
97
8M,m,A
q5,
C I , G" F, D, A
I,
B,E,G,C
C" F I , D, A
43
83, 87, 9 1
108
C,
12 3
.9 M ,m
IO:M
II:M,A
12
(i)
(ii)
q4,
q4,
2,
2,
#4, #l!
(# r)
q8
B, F, A, C
D, G" D#, G I
92
13
m,D
(# I)
#4, q6
(IJ, 7)
(i)
&,F,A,D
GI
24, 35, 48 , 71
q6
(IJ, 7)
(i)
A,
52
(ii)
E" B, D, FI
93
(i)
(ii)
D, G" C, Eb
D, C, Dt, G,
63
84, 86, 88, 90
D,
26
2,
14 M
,4, b7
(,I)
15 m
q5,.41!
16
A, D
D,
4, 25,49, 72
17 M,m,D
F;, B, D, A, Ab
105
18M,D
q2,
(1J,3)
1I0
D, AI, E, GI, A
G,
F,
32,39
37
38
19
q6
(y, 7)
20
q2, q5,
(,5)
21 m
(i)
(ii)
(iii)
q2, q5,
A, D
G, C
E,
Eb
G, D, D" A,
(,5) (#6)
22 M
23
q2, q5, q7
F,A, C
C,
b3, q3,
(i)
(ii)
C, E, Bb,
D, F" C, F
23,47,70
116, 121
24 M ,m
b3, q5, b6
F;, C" D, A
25 M, N, D
F:;, D, D" A,
27 M ,D
b6, q6
(IJ, 7)
28M,m
b3, b6, q7
(b 8)
29 D
b3, q6, q7
(Y,7)
30
31 m,A
6,9,
58
II,
28
Db, G, C
b4, 7
q5, b6, q7
96 , 104
E#
(i)
(ii)
26M,m
94
!h/C,
F:., CI' D, F, A
99, 102
G, E,
Eb
B,
D, G
30 ,54
51, 120
D#, B, D, F#
89
D:, C, D, F#
D:, F#, C, D
85
61
q3, #4, q7
E!" G, A, D
16
q3, #5, q6
q3,
q6
G" D,
F,
A, D
33, 36 , .fo
34,4 1
32M, A
q3, #5, 7, 7
C.
G#, E, B
II3, II7,
33 lVI, A
q3, .5, q7
.-\,. E, G, C
(i)
(ii)
(i)
(ii)
EI-
31
122
13
14
34 M ,m
q4, q6, q7
(w.
q7
35
36M,A
37
q4, 14
38, D
q4,
E" A" D, A, E
107
D" G, A, D
59 '
A" A, D, FI' A
III
E,
q7
27
D" GI, D, A, C
98, 101
(W.7)
39 m ,D
q4,
40
q4, q7
C t , F" C
55, 60, 67
41
F, E, B, E
22,46, 69
E, C,
42
D., A, C, D
D" B" D, A
66
q7
42
43 D
62
q7
8)
q6,
(W.7)
44-
q7
45
q7
8)
(i)
(ii)
109
115, II9
C"A, C
64
,.....
CD
= ca. 66)
Etwas langsam
poco Tit.
-====
(warm)
:::::=-
::::>p <::::::::
Voice
get mir, aufwel-chem Pfa - de
heu
...---
6 7
(j)
===-
10
II
14
13
12
15
pp
den - we
te Sei
La -de zar
Ro - se
ben ho - Ie,
pfHik - ke und Vi -
0 -
Ie,
16
li;S
Tempo
p
1\
2.f
27
29
pp
ich mel-ne
1,1'4 hnJ
diWlS
..
--
ge brei
Wan
--
.,
30 31
--========
daB
20'!i :!:? 23
11
1\
[9
te,
d iingend
,'"----C
L.
wa
:B
34 35
37
38
39 40 41 42 43
mel
b1-1 bJ
J
36
-<::>-=:::::::::
Sche
31
'-
<::::::
32
un
1":\
I
ter
ih
rer
Soh
1":\
..
,1'-
dim.
!
I
1':\
l;"J\
60
61
16
Figure 1.7
Chord-type
1m
q5
Schoenberg
-Pitches in ascending order
G,
D, G#
Chord number
41
q5,
A, E, G,
27
(I I)
2m
3D
B, F, A
q6
10
(P)(12)
4
2, q3, 5, 7 M, D
(14)
q3, q5,
M, D
(1 6)
H, q5,
(t I)
6
7m
q2,
q5
BD
q2,
q6
A, C.'
(i)
(ii)
(iii)
G,
50
A, E, G,
C#
E, G,
C#
FI' C" E, G,
17,26
25
49
A, E, G,
IB
G,
D, A
B, F,
40
II
(F)
q2, q3,
A, C #'
G, B (\vhole-tone)
51
(14)
lOA
q2,
II
q2, q3,
12
q2, #4,
FI,
q6
(i)
fii)
D, G. (whole-tone)
34
E, G#, D, F,
G, B, F,A
,whole-tone)
45
56 ,59
C, G #' D, F # ("'v-hole-tone)
13, 21
(#5)
13 D
q2, #4, q6
F,D, G,B
7,53
14 A
q2, 14, 7
#6
15 m
q2, 14, q7
16 m
q2, q5, 7
D,C,E,A
47
17
q2,
F, D, G, C#
32
F#,
33,39
q6
15,23
(#5)
IB M,A
19
3, q3, 7
20M,D
q4, q6
(#2)
21
9,55,5 B
F,
35
D, G#
FI' A,
#4,
(F)
G, B, F,
E,D,G,A
q4,
22 m, D
D, A
30
16,24
(#6)
-}B
23 m, A
3, q5, Q7
RF::,A#,D
.5
17
(r2)
(#5)
q6,
(i)
(ii)
F, B, E
D, B,
At.
F, Bb
(i)
(ii)
A, G, C, F#
E, D, G,--C#
31
GI, FI' B, F#
43
D, G" D, FI (whole-tone)
46
q3, #4
3
8,54
G, B, F (whole-tone)
D, G, A
29
G, Eb, G, B, D
61
D,
57,60
G" D, F#
F"
E
(whole-tone)
14, 20,
36
#4,
(#6)
29
q3, ;4, q7
30
M,A
q3,
3I
q3,
q6 m,
(Yo7)
q3, k6,
[#5) (#6)
(i)
(ii)
33
q3, 7, q7
(# 6)
Eb, D, G, C,
28
34 m
G" EI, C, E,
42
F, D, AI, C.
6,5 2
H, :6,
F, Bb, D, F (consonance)
38
H, :6,
F, Bb, D, E
37
q4, :7, q.
Bb, Bb,
q6
35
m
\#3/
22
,-\
;p/
12,
19, 44
18
CONCLUSION
Interval sequence
23
19
q3,
27
2-}
:6
30
:29
31
40
31
i:3, #4, : /
:6
q3,
H, q7, :8
38
7/
priate to propose an analytical strategy that brings the objectivity of figures into confrontation with interpretative prose.
Perhaps other methods of analysis would benefit if such
oppositions were encouraged within them?
BIBLIOGRAPHY
19