Domenico 1° & 2°

I spent the first weeks of spring/summer finishing a chapter for an upcoming book, entitled Weinzweig; Essays on his Life and Music, edited by John Beckwith and Brian Cherney. I had spent parts of the previous two years working on that project, but I was very glad to learn more about the music of one of the truly great icons of Canadian music. I may elaborate on this in future blogs.

Having finished the chapter meant I could focus my energies on composing music once again, and the first project I gleefully tackled was a solo piano piece inspired by Domenico Scarlatti for my friend and colleague, Kristina Szutor.

In early 2010, Dr. Szutor recorded a CD of contemporary piano works inspired by the Italian Baroque composer, Domenico Scarlatti (1685-1757), and she had asked me to compose something for that disc. The name for the CD is Après Scarlatti. Other composers represented on this CD are Clifford Crawley, Dennis Farell, Norman Dello Joio, Marcel Bitsch, Marcelle de Manziarly, and Marc-André Hamelin.

I wasn't quite sure of how to go about writing a contemporary piece based on Scarlatti's music at first, but, as with so many initially-perplexing ideas in life, once I began to delve more deeply into it I discovered there was much to work with. I soon became quite excited by the project and ended up enjoying the experience very much (which doesn't always happen when I compose).

So much so, in fact, that when I was finished I decided to write another. Part of my rationale in composing a second work was a familiarity with musicologist/harpsichordist Ralph Kirkpatrick's claim that the great majority (almost 400) of Scarlatti's 555 sonatas were written in pairs¹ (and they are often performed this way), so it seemed somewhat anomalous to be composing an azygous Scarlatti-influenced sonata. ;)

As I subsequently learned, however, more recent scholarship (notably by W. Dean Sutcliffe, in The Keyboard Sonatas of Domenico Scarlatti and Eighteenth-Century Musical Style, Cambridge University Press, 2003) has challenged Kirkpatrick's claim,² so it really came down to my feeling that having completed one, it would be fun to write another.

My introduction to Scarlatti's music came through learning guitar transcriptions of his sonatas, and one of the most popular of these amongst guitarists is K. 208 (L. 238) in A major (listen to a performance by Leo Brouwer here). Two of the most pervasive characteristics of that sonata are the steady, repeated, quarter notes in the left hand, and the flowing melody in the right hand with frequent syncopations; these ideas formed the basis of Domenico 1°. The working title for this piece was originally "Domenico Daybreak," and perhaps this will make sense if you hear it (click the "play" arrow in the audio player below; if it doesn't work, click here instead).

The great majority of Scarlatti's professional life was spent on the Iberian peninsula, most of it in Spain, where he had five children, composed the majority of his single-movement harpsichord sonatas, and became familiar with flamenco music, the influence of which can be heard in some of his sonatas.

I had therefore planned Domenico 2° as a kind of fantasy based on flamenco-like scales (for example, phrygian mode with the possibility of raised third and seventh degrees), but I decided to make it an even-more overt homage to Scarlatti by quoting four bars of his Sonata in B minor (K. 27, which I transposed to A minor) that use a chord progression known as a "fandango," much associated with the music of Spain: Am - G - F - E, in 3/4 time. This quoted passage is also remarkable for the use of hand-crossings (left hand crossing above the right), an uncommon technique for the time it was written, and I based several other sections of my composition on Scarlatti's fandango material as well.

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<sup>1. Ralph Kirkpatrick, Domenico Scarlatti, (Princeton University Press, 1983), 143: "385 sonatas [were] indubitably arranged in pairs… not intended to be performed separately… The real meaning of many a Scarlatti sonata becomes much clearer once it is reassociated with its mate.… The relationship between the sonatas of a pair is either one of contrast or of complement. The sonatas that bear a complementary relationship to each other may share a certain overall unity of style or of instrumental character or they may be composed in the same harmonic color. In the contrasting pairs, a slow movement may be followed by a fast; a simple movement, generally slow, may serve as an introduction to a more elaborate; or an elaborate and concentrated movement may be followed by a simpler and lighter movement, for example a Minuet, which serves as a kind of Nachtanz.↩
2. "Not a single detailed commentary exists in support of any particular pair. Instead we find gestures towards opening thematic connections or an outlining of the sort of broad relationships defined by Kirkpatrick." (p. 368)↩
3. Sectional repeats are observed in this recording of Domenico 2° (but not in Domenico 1°).</sup>

Blog Index — Organized by Topic (® 2009-Jul)

Below is an index of most of the 2008-09 blogs posted (and is an update to an earlier blog index). I omitted entries that I didn't think would be very interesting or relevant, mostly because they contained composition class business, such as reminders of deadlines, concert congratulations, order of class presentation, etc.

Feel free to browse these — you may find some that give you ideas about composition techniques, or that contain useful things to think about when composing. They are loosely organized by topic.

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→ Originality and Art ←
Is Originality a Detriment in Art?
How Important is Originality in Art?
Originality — Does it have Any Role in Art?

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→ Kandinsky's Theories on Art ←
Kandinsky's Theories (1)
Kandinsky's Theories (2)
Kandinsky's Theories (3)

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→ Random Musings on Composition ←
Express yourself?
Creative Angst... Welcome to the club!
Running into a Brick Wall
Why Atonal Music?
Atonal — Even the Word Sounds Unpleasant!
Atonality = Noise?
Writing a Play; an Analogy to Composition
Keep? Discard?
Notation Software Woes

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→ Thematic Growth ←
Thematic Growth (1)
Thematic Growth (2; Simon's Guest Blog)
Thematic Growth (3)

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→ Nuts and Bolts; Musical Details, etc. ←
On musical detail (1)
On musical detail (2)
On musical detail (3)
Group Composition Lessons; Pros and Cons
Class Blog and Student Blogs Explained
New Year, New Blogs!
Adding Multiple Ossia Bars in Finale

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→ Composition Projects ←
Project 1 - Atonal Theme and Variations
Project 1 - More Details
Project 2: Using Musical Clichés in Creating Art Music
Project 2: Using a musical style or gesture as a point of departure
Project 2: Recontextualizing and atonality
Project 3: Fun With Scales and Modes
Project 4: Composition for Wind Band

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→ Newfound Music Festivals ←
Newfound Music Festival 2009 - Thursday Daytime Events
Festival Feedback, Please

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→ Composition Issues (9-part series) ←

1. Originality and Quality of Initial Musical Ideas
1.1. The quality of ideas may not matter very much in determining the quality of the complete composition that emerges from them; and
1.2. The degree to which these ideas are original may not matter very much.

2. How do you Develop Compositional Craft?
2.1. Study the music of others.

2.2. Compose as much as you can.

2.3. Invite criticism from others.

3. Understanding your Musical Idea

3.1. Live with it for a while.

3.2. What's it about?

3.3. Does it change character?

3.4. What is its function within the context of the piece?

3.5. Structural Analysis.

3.6. Harmonic (or Pitch, Scale, etc.) Analysis.

4. The Pros and Cons of Development

5. How to Extend or Develop Musical Materials; Specific Suggestions

6. Balancing the Old with the New, the Expected with the Unexpected

7. More Dichotomies to Ponder…

7.1. Less is more, vs. More is more.

7.2. Always leave them wanting more, vs. Give them what they want.

7.3. Don't treat the listener like an idiot, vs. There's a sucker born every minute.

7.4. There can be 'too much of a good thing,' vs. If you have a good idea, then stick with it!

7.5. The George Costanza approach.

8. I think my idea has run its course. Now what?

8.1. The three models for composers' roles.

8.2. Mastery or Mystery?

8.3. The value of a plan.

8.4. Getting stuck, and possible workarounds.

8.5. Don't obsess!

8.6. Challenges = Opportunities for inspired solutions!

9. Taking your inspiration from wherever you find it

Fun With Scales and Modes

If you have been following my blog entries on tonality (Why Atonal?, Atonality — Even the Word Sounds Unpleasant!, Atonality = Noise?), you will know that I encourage (i.e., require) student composers to explore harmonic/melodic systems that move beyond conventional tonality, where tonality is defined as " the system of musical organization of the common practice period, and of Western-influenced popular music throughout much of the world today" (from Wikipedia). One way to do this would be to experiment with any of the thousands of scales and modes that either already exist or that you can create yourself, hence the title of today's entry.

→ Here is an "octatonic" scale, also known as a "diminished" scale because a diminished seventh chord is formed from every second note. The intervalic pattern consists of alternating half- and whole-steps (or vice-versa):

Here is a short waltz based on this octatonic scale (click on it to enlarge):

^{Octatonic Scale Waltz:}

→ Here is a Hirajoshi scale:

Here is the first phrase of the waltz, this time based on the Hirajoshi scale:

^{Hirajoshi Scale Waltz:}

→ Here is one form of a blues scale:

… and here is the first phrase of the waltz based on that blues scale:

^{Blues Scale Waltz:}

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Discussion:

• We tend to limit ourselves to the use major and minor scales if composing tonal music, but there are thousands of other scale possibilities that have unique nuances and harmonic implications. If you have fun (i.e., experiment) with even a few of them, you may discover that every different scale gives your compositions a slightly (or even radically) different feel.
• Of these, there are a number of commonly-used alternatives to major and minor scales, such as anhemitonic (which just means "no semitones") pentatonic scales (5-note scales whose pattern can be found by playing only the black notes on a piano, any of which can be the tonic), the blues scale (there are different permutations, but all are derived from the form of the black-note pentatonic scale beginning on Eb, or La-Do-Re-Me-So-La), the Hirajoshi scale (another pentatonic scale, from Japan, but unlike the previous penatonic scale this one has two semitones (which means it is hemitonic): La-Ti-Do-Mi-Fa-La), or the octatonic scale (used in some Russian folk melodies and by some Russian composers such as Stravinsky and Scriabin, as well as by Bartok, and also used in jazz).
• You can make up your own scales and modes; Messiaen created scales with repeated patterns that he called "Modes of Limited Transposition," such as:
  
  Tone-Semitone-Semitone-Tone-Semitone-Semitone-Tone-Semitone-Semitone (which he called his third mode):
  
  
  or Semitone-Semitone-Minor Third-Semitone-Semitone-Semitone-Minor Third-Semitone (which he called his fourth mode):
  
• Messiaen's Modes of Limited Transposition are all based on repeating patterns within equal subdivisions of the octave, but in making up your own modes or scales, you do not need to be limited in this way. You could, for example, create a scale with a repeating pattern that spans a major sixth. After four such pattern repetitions, you would have spanned three octaves and the overall, three-octave, pattern would then repeat. But the pitch patterns in each of the three octaves would be slightly different. Such as this, for example:

• The following scale is a mirror around the pitch F#, but you could also create a scale with few or no pattern repetitions in it:

• Another approach, suggested by my friend and former colleague Dr. Scott Godin, is to construct a few (2-3) atonal chords that you wish to use as the basis for a composition, then construct a scale containing all or most of those notes. You can then use that scale to create additional harmonies if you wish.
• Once you choose or create some scales with which you want to work (play), you could make charts of the triads and "seventh" chords formed on each scale degree. However, you need not build these chords in the same way as is done with major and minor scales (in thirds); you could form chords based on unusual patterns, such as chord I comprising the 1^st, 2^nd, 4^th, and 5^th scale degrees; chord II comprising the 2^nd, 3^rd, 5^th, and 6^th scale degrees, etc. Remember that there are no rules here, so you can form chords in whatever way you like.
• All of these approaches create harmonic and melodic sound worlds that are distinct from major/minor tonality, but which can yield some fresh and attractive results.
• Consider this: "Tonality" refers to far more than mere scales and the chords formed from those scales; it mostly refers to the relationships between the notes and chords in the scales. When using alternative scales and modes, you may notice some relationships between notes and chords that seem "natural" to you, and you are of course free to use them, but bear in mind that often what seems "natural" in these scales and modes are the aspects that are most closely tied to tonality, such as dominant-tonic relationships or leading tones. It can be fruitful to explore note and chord relationships that are not similar to the more familiar aspects of tonality.
• Incidentally, the objective, when using something like a blues or Hirajoshi scale, is not necessarily to create blues music or Japanese music (although it obviously can be if you wish); it is to write compositions that may sound to the listener as though they are related the kinds of music from which the scales originated, but with your own unique spin on them. For example, my blues-scale waltz fragment above does not sound particularly bluesy, because the F#-F-F#-G in the 3^rd bar is not characteristic of blues music. More bluesy in that bar would have been F-Eb-F-G, or even Gb-F-Eb-G, because the F#/Gb in that scale is usually treated as an inflection of F or G.
• And finally, don't forget that the concepts of "non-harmonic tones" and "modulation" can be borrowed from tonality and applied to any music you compose using these alternative scales.
• Have fun!

Mu3100 Project 1 (Atonal Theme + Variations)

Project Description: WRITE THREE VARIATIONS ON AN ATONAL CHORD PROGRESSION FOR PIANO AND ONE OTHER PERFORMER (solo instrument or percussion).

Begin by creating an original harmonic structure on which the variations will be based. Follow the guidelines below. Be able to play this in class.

1. Write a progression of 12 to 16 chords of your own invention for piano, using only whole notes and solid (non-broken) chords.


2. No octave doublings.


3. None of the chords should sound like an obvious sonority in functional harmony. Read these blogs to understand why:
   • Why Atonal?
   • Atonality — Even the Word Sounds Unpleasant!
   • Atonality = Noise?


4. Any chord that sounds like it might have some distant relationship to tonal music (like Vb9 with an added 13th in an unusual inversion) should not function as it would in tonal music (i.e. the chord above should not “resolve” to anything resembling a I or vi chord).


5. The chords should sound connected in some sense; avoid giving the impression of a random series of unrelated sonorities. On the other hand, the sense of connection need not be obvious.


6. There should be a gradual increase in harmonic tension to a specific point, roughly 61.8% of the way through the progression(!), followed by a corresponding decrease in tension to the end. This proportion (61.8 : 31.2, which is the same as 1.618 : 1.0 or 1.0 : 0.618) is called the golden mean, or golden ratio, or phi, and is related to the Fibonaci Series (click links to read more about these).


7. No chords can be re-used, although they may be re-voiced. Note that the same collection of notes can have greater or lesser tension depending on the voicing.


8. Vary the number of notes in each chord to suit the desired tension level; avoid using four-voice chorale-style texture exclusively.


9. Explore the possibility of using different registers on the piano, either simultaneously in the same chord (hands widely spaced apart), or as a means of contrast from one sonority to the next, or as a means of contrast for subsequent variations.


10. Use a very slow tempo, in order to allow the listener’s ears to take in the uniqueness of each sonority before moving on to the next one.


11. Do not introduce dynamics yet; the increase in tension should be principally effected through harmonic means, not through dynamic control. Perform your chord progression without dynamic inflections.


12. Your primary composition tools should be your ears and instincts; when comparing chords x and y, which one feels like it has greater tension? However, if you study each chord you write to determine its intervallic content (do a Best Normal Order analysis and a Vector analysis, if you like), this information may be used when constructing new chords, or when altering existing chords for future variations. Each chord should sound “right” to your ears. Atonal music does not have to sound unpleasant, but almost all music is based on principles of tension and resolution, and your challenge is to do this within an atonal idiom.

→ When you play your chord progression for the class, we will each assign a "perceived tension level" score to each chord, notated on a sheet of paper, where 0 = no tension, and 10 = highest possible tension. This will be followed by a short discussion in which class members will be asked to identify the chords of greatest and least tension, and discuss any general trends with regards to tension in the chord progression (for example, you may find that the tension level increased substantially from chords 1 to 4, then took a dip for chord 5, then stayed the same for chord 6, then spiked (increased substantially) in chord 7, etc.).

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• Week 1 will be spent creating the chord progression.
  
• Week 2 will be spent fine tuning it (based on feedback received in class), introducing rhythmic values to each chord (not all whole notes; try to create a sense of “timelessness” or unpredictability through notated rubato), considering the possibility of repeating a chord for rhythmic purposes or of re-using a chord, adding dynamics and articulations, marking in phrasing, and creating a melody.
  
• Weeks 3, and 4, will be spent creating a new variation each week.
  
• Week 5 will be spent creating the final copy of the score to be handed in, as well as a recording. The recording is normally made during the class recital, date TBA.
  
• Note that the work you do each week does not have to be handed in (until the composition is complete), but it does have to be played in class.

→ Read "Project 1; More Details" when you have completed your chord progression.

→ Curious about what is required in order to create a "well-prepared score"? Read the following to find out:

• On musical detail (1)
• On musical detail (2)
• On musical detail (3)