Music 21, Fall 2000

Final Exam Study Guide

I. Aural

A. Identification

• Scale degrees (given a key-defining progression)

• Intervals (from among M/m 2, M/m3, P5, P8)

• Triads (from among Maj, min, aug, dim)

B. Dictation

• Melodic (treble and bass clef)

• Rhythmic (simple and compound meter)

• Harmonic (provide soprano [notes and scale degrees], bass, Key, Roman numerals, cadence type)

C. Contextual Listening

• Mode (major, minor)

• Meter (simple/compound, duple/triple)

• Scale degrees of first/last notes

• Phrasing (number of sections, starting/ending harmonies, phrase diagram)

• Comment on use of repetition

II. Written

A. Concepts

Pitch, pitch class, interval, scale, solfege, key signature, accidental, relative/parallel key, tertian harmony, triad, seventh chord, inversion, voicing (close and open position), doubling, chord progression, phrase, cadence, nonharmonic tones (passing and neighbor); notes, rests, dots, ties, meter (simple/compound, duple/triple), meter signature.

B. Pitch skills

Identify and provide:

• Scales (major, harmonic/natural/melodic minor)

• Intervals (all, ascending/descending, up to the octave)

• Key signatures (all)

Relative and parallel keys

• Solfege syllables (major and minor)

• Triads (major, minor, augmented, diminished)

Diatonic triads

Primary and secondary triads

• Seventh chords (MM, Mm, mm, half-diminished, fully diminished)

• Inversions of triads and seventh chords

Figured bass symbols (inversions, chromatic alterations)

• Roman numerals (diatonic triads, dominant seventh chord)

C. Rhythm skills

• Given meter signature, add a note or rest to complete a measure

• Given complete measures, provide meter signature

• Given compete measures and meter signature, provide barlines

• Identify beat and meter type of an example (compound duple, simple triple, etc)

D. Analytical skills

Given a musical example, comment on:

• Harmonic implications of melody

• Phrasing (phrase length, cadences)

• Motivic development

• Formal organization (letter schemes [ABA', etc], use of repetition, unity versus variety, etc)