Musical Composition, Theory and Songwriting/theory

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QUESTION: hi can you check this one also please? may 2008 grade 7 exercise 2 trinity
bass clef:  2 nd bar:  G dotted crotchet (given) E crotchet /// 4 crotchets F D F F /// dotted crotchet G crotchet B natural /// treble clef:  6 th bar: D dotted crotchet (given) B natural crotchet /// crotchet C 2 quavers D C 2 crotchets D E /// semibreve F

ANSWER: Oh, you've got the hang of these now, Isabel!  This is fine - I've only got one quibble.

Here's my solution.  (Incidentally, I always produce my version before I see what you've written.)

Bass line (from bar 2): dotted minim(!) G (given), crotchet E / crotchet F, 2 quavers D E, 2 crotchets F A / dotted crotchet G, quaver F, 2 crotchets E D /

Treble line (from bar 6): dotted minim D (given), crotchet Bnat / 4 quavers C Bb A up to F, crotchet D, 2 quavers E C / semibreve F //

You see my bass is a little more florid than yours, with more rhythmic variety, but there's nothing wrong with your version.  My quibble is with the final cadence.  The problem with bar 7 is the bass part in the last beat - that silly little semiquaver run sticks out and weakens the bass line, which is probably why they put it in, to see how you cope with it.  The problem with your crotchet E is that it coincides with the final quaver E in the bass and they both have to resolve onto Fs, so in effect you've got a pair of octaves, which isn't good. The clear solution would be to change the bass, but as we're stuck with it the way round the problem is to put in the extra quaver C.

Well done, though.  Any more?





---------- FOLLOW-UP ----------

QUESTION: hi so thanks again - now this is may 2006 grade 7 ex 2 trinity
2nd bar bass clef:  A tied crotchet, 4 quavers G sharp A B E //A crotchet, D and E quavers, F crotchet // C and E quavers, G crotchet, B and C quavers /// 6th bar treble clef:  C tied crotchet, 4 quavers B C D G // C D G sharp as  crotchets // A dotted crotchet - thanks again

ANSWER: You've made rather a mess of bar 4, otherwise it's okay.  It's a bit dull and safe, though, wouldn't you say?  This is a polonaise, after all - how about dotting a few notes and adding a few semiquavers?

Okay, bar 4.  We're modulating to the relative major, and you've found your pivot chord from the second beat of bar 3 (IV in old key = II in new key).  So what chord must come after the pivot chord?  You *must* have V (put in a dominant 7th if you can) - you're leading up to the modulation, which takes place once the cadence resolves.  You've treated that treble C as a harmony note, so the run-up to your cadence goes II I V I.  Can you hear how much that weakens the effect of the modulation?  That C is a 4-3 suspension on chord V.

And the third beat of bar 4 - nothing's happening in the treble, you can lead nicely into the resolution of the cadence on a strong beat, the first beat of bar 5, so why on earth do you anticipate the cadence by putting in that middle C?  You've anticipated the cadence and weakened the effect of the modulation again.  Make the whole bar V.

The first thing I noticed when I worked out my solution was the opportunity for imitation in bars 3-4; then I realised I could continue my inverted counterpoint almost to the end of the phrase.  It doesn't often happen, but keep an eye out for when it does.  Here's my solution:

Bass (from bar 2): tied crotchet A (given), dotted quaver G#, semiquaver F#, 2 quavers G# E / dotted crotchet A, quaver G, 2 semiquavers F G, quaver E / quaver D, 2 semiquavers E F, 2 quavers G F, 2 quavers E D /

Bass (from bar 6): tied crotchet C (given), dotted quaver B, semiquaver A, 2 quavers B G / dotted crotchet C, quaver B, 2 semiquavers A B, quaver G# / dotted minim A //

---------- FOLLOW-UP ----------

QUESTION: Hi
i have some difficulties with regards to grade 8 theory trinity
is it possible to help me
last year you helped me a lot with grade 7 theory
thanks

Answer
Hello Isabel - good to hear from you again!  Did you take the exam, and if so, what mark did you get?

Yes, I'm here to help so send me examples.  We can use the past papers on the Trinity Guildhall website to begin with - I can always set you more exercises if we run out.  

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Clare Redfarn

Expertise

All aspects of the academic/theoretical side of music, including harmony, counterpoint, elementary composition, history, harmonic analysis, aural training, sightreading - the lot! Please note I'm not primarily a composer so I can't help with composition beyond what's required for Grade 8 theory or A'level. And don't ask me about psychoacoustics or music psychology as I have no knowledge of, or interest in, either subject.

Experience

52 years as pianist (professional soloist and accompanist); 37 years as harpsichordist (professional soloist and continuist); 10 years as violinist and 6 years as bassoonist (youth orchestras/chamber groups); 39 years as piano teacher, coach in performance/interpretation (all ages, instruments and levels) and private tutor (mainly the old O'level, Grade VI+ ABRSM theory/practical musicianship, A'level and undergraduates).

Organizations
Member of Musicians' Union in Britain 1978-1989 and 1991-2009.

Publications
I've written many programme notes and a few articles for an online magazine. During the '90s I was also a Music Assessor for London Arts and as such regularly wrote critiques of concerts given by recipients of Arts Council funding.

Education/Credentials
MA in European Cultural Policy & Administration (Warwick University, 1994)
B Mus with Honours (London University, 1977)
Postgraduate Diploma in Arts Administration (City University, 1982)
Licentiate of Royal Academy of Music in Piano Teaching (1976)
Licentiate of Royal Academy of Music in Harpsichord Teaching (1978)

Studied RAM Junior School (1966-74), then as full-time student (1974-78).

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