level harmony counterpoint - the royal conservatory of … · 4 level harmony counterpoint practice...

1

Level 10 Harmony & CounterpointPractice Paper 1

© Copyright 2016 The Royal Conservatory® Certificate Program

Your answers must be written in pencil in the space provided.

Il faut que vous écriviez vos réponses au crayon dans l’espace donné.Maximum Marks

Total Marks

Confirmation Number

1 of 14

CONTINUED NEXT PAGE

1. Choose one of the following melodies and: a. Name the key. b. Name the type of Baroque dance that it

represents. c. Continue the given opening to create a

sixteen-measure composition with four phrases, motivic unity, and a modulation to a traditional goal key. Use binary or rounded binary form with repeat signs at appropriate points. Name the form.

d. Mark the structural phrasing. e. For the first phrase, symbolize the

implied harmony using functional chord symbols.

f. For the second phrase, add a bass line and symbolize the implied harmony using functional chord symbols.

g. For the third and fourth phrase endings: i. Add a bass line at the cadence. ii. Name the key and the cadence type. iii. Symbolize the implied harmony using

functional chord symbols.

1. Choisissez l’une des mélodies suivantes et : a. Identifiez la tonalité. b. Indiquez le type de danse baroque

représenté par l’extrait. c. Prolongez le fragment pour créer une

composition de seize mesures comportant quatre phrases et démontrant l’unité motivique et une modulation appropriée. Utilisez la forme binaire ou binaire circulaire et mettez des signes de reprise aux endroits appropriés. Identifiez la forme.

d. Marquez la structure des phrases. e. Pour la première phrase, chiffrez

l’harmonie sous-jacente avec des symboles d’accords fonctionnels.

f. Pour la deuxième phrase, ajoutez une ligne de basse et chiffrez l’harmonie sous-jacente avec des symboles d’accords fonctionnels.

g. Pour les fins des troisième et quatrième phrases :

i. Ajoutez une ligne de basse à la cadence.

ii. Identifiez la tonalité et le type de cadence.

iii. Chiffrez l’harmonie sous-jacente avec des symboles d’accords fonctionnels.

20

2


2 of 14

CONTINUED NEXT PAGE

3


3 of 14

4


4 of 14

2. a. For the following: i. Name the key. ii. Complete the harmonization for four

voices (SATB) according to the given chord symbols.

iii. Indicate the tonal hierarchy using tonic (T), pre-dominant (PD), and dominant (D) below the chord symbols.

2. a. Pour l’extrait suivant : i. Identifiez la tonalité. ii. Complétez l’harmonisation pour

quatre voix (SATB) d’après les symboles d’accords donnés.

iii. Indiquez la hiérarchie tonale en écrivant tonique (T), pré-dominante (PD), et dominante (D) sous les symboles d’accords.

15

[8]

b. For the following: i. Name the key. ii. Complete the realization of the

figured bass in keyboard style. iii. Provide root/quality chord symbols.

Indicate the bass note for each inverted chord.

b. Pour l’extrait suivant : i. Identifiez la tonalité. ii. Complétez la réalisation de la basse

chiffrée pour clavier. iii. Indiquez les fondamentales/types

d’accords. Précisez la note de basse pour chaque accord renversé.

[7]

5


5 of 14

3. Complete the following for four voices (SATB). Name the key and symbolize the harmony throughout using functional chord symbols.

3. Complétez l’harmonisation de l’extrait suivant pour quatre voix (SATB). Identifiez la tonalité et chiffrez toute l’harmonie avec des symboles d’accords fonctionnels.

30

6


6 of 14

4. For the following excerpt: a. Name the key. b. Symbolize the harmony using functional

chord symbols. c. Indicate tonic pedal notes by showing

their entire duration with a horizontal bracket; for example, .

d. Circle the non-chord tones and classify them.

4. Pour l’extrait suivant : a. Identifiez la tonalité. b. Chiffrez l’harmonie avec des symboles

d’accords fonctionnels. c. Indiquez les notez pédales toniques en

montrant leur durée à l’aide d’un crochet horizontal; par exemple, .

d. Entourez les notes étrangères et identifiez-les.

15

CONTINUED NEXT PAGE

7


7 of 14

8


8 of 14

5. a. The following movement by Diabelli is in sonata form. Analyze the movement by indicating the following elements directly on the score.

i. Principal key ii. Exposition iii. Development iv. Recapitulation v. In the exposition, label:

• theme 1• bridge• theme 2• key of theme 2

vi. In the development, label:• dominant preparation

vii. In the recapitulation, label:• coda

5. a. Le mouvement suivant de Diabelli est de forme sonate. Analysez le mouvement en indiquant les éléments suivants directement dans la partition.

i. Tonalité principale ii. Exposition iii. Développement iv. Récapitulation v. Dans l’exposition, identifiez :

• thème 1• pont• thème 2• tonalité du thème 2

vi. Dans le développement, identifiez :• préparation de la dominante

vii. Dans la récapitulation, identifiez :• coda

20[10]

CONTINUED NEXT PAGE

9


9 of 14

CONTINUED NEXT PAGE

10


10 of 14

CONTINUED NEXT PAGE

11


11 of 14

CONTINUED NEXT PAGE

12


12 of 14

CONTINUED NEXT PAGE

b. Analyze the following fugal exposition by answering the following questions.

i. Name the key. ii. Label all appearances of the subject

(S) and answer (A) directly on the score.

iii. Name the key of the answer.

iv. Name the type of answer.

v. Label the statements of two

countersubjects (CS1 and CS2). vi. Indicate one redundant entry (R)

directly on the score.

b. Analysez cette exposition fugale en répondant aux questions suivantes.

i. Identifiez la tonalité. ii. Indiquez toutes les apparitions

du sujet (S) et de la réponse (A) directement dans la partition.

iii. Identifiez la tonalité de la réponse.

iv. Identifiez le type de réponse.

v. Indiquez les énoncés de deux contre-

sujets (CS1 et CS2). vi. Indiquez une entrée redondante (R)

directement dans la partition.

[10]

13


13 of 14

CONTINUED NEXT PAGE

14


14 of 14

Examiner Commentary © Copyright 2017 The Royal Conservatory

Level 10 Harmony & Counterpoint Practice Paper 1

Examiner Comments Total Mark for this Examination: 73/100 1. Melody Writing: 14/20 Phrase 1: The analysis is well done. Phrase 2: The student has chosen the correct key for the modulation; however, there are a few problems with the way it has been handled.

Measure 7, beat 2: The student has simply indicated the new key name. It would be preferable to see a pivot chord labeled as well (vi6 of E major = ii6 of B major).

Measures 7–8: The bass line spans close to two octaves; a change of direction could improve the melodic shape of the bass line.

Measures 7–8: The last two melody notes of the phrase weaken the modulation. The leading tone (A sharp) needs to resolve to B. Also, regardless of the leading tone issue, it would be stronger and more characteristic to confirm the modulation by ending the melodic line on scale degree 1 of the new key.

Measure 8: The dotted half note B in the bass provides a strong ending to the section. However, there is a missed opportunity here to demonstrate a more idiomatic style. Arpeggiation of the B major triad would be preferable here.

Phrases 3 and 4: The phrase marks are missing.

Measures 9–10: The student has chosen to use rounded binary form and has correctly quoted the opening measures at the start of the final phrase. In this context, a quote of the opening measures would be better avoided in the third phrase. Contrasting material should be used here to allow the quote of the opening to sound fresh when it returns to create the rounded binary effect. The student’s use of a parallel period in mm. 1–8 further increases the need for contrast in phrase 3; ideally both the melodic contour and implied harmony should provide variety here.

Measures 11–12: The A naturals in m. 11 of the melody create a ii–V half cadence in E major. The student has analyzed this as an authentic cadence in B major but that would require A sharps in the melody. Either solution would be plausible at this point in the form; the problem is the inconsistency between the music written and the way it has been analyzed.


Level 10 Harmony & Counterpoint: Practice Paper 1 continued

Measure 12: Having dotted half notes in both parts creates too static an effect for this point in the form. Instead, one of the two parts should maintain the momentum in a way that is characteristic of the style. For example, if the bass stays on the dominant note for the whole measure, then the melody might include 6–5 or 4–3 decoration (implying a cadential or a 4–3 suspension). Alternatively, if the melody stays still, the bass line can use characteristic arpeggiation to maintain the rhythmic interest.

Measure 5: The time value of the rest is incorrect; a half rest rather than a whole rest is needed here.

Measure 16: Here the student has attempted an idiomatic bass line but has unfortunately ended in first inversion. The bass line must arrive back in root position for the end of the piece.

Measure 16: The repeat sign is missing. 2. SATB and Figured Bass Harmonization – Given Chord Symbols: 11.5/15 2. a. 7.5/8 Measure 1, beat 2: There is a misprint in the given functional chord symbols. RCM policy is

that in such cases, the student’s handling of the misprint will not have an impact on their mark. It is irrelevant whether they have attempted to write the specified chord and what errors that chord might contain, whether they have altered the problem chord, or whether they have skipped it entirely. All of these solutions are to be enclosed in square brackets and do not result in any deductions.

Note: In general, it is not advisable for the student to alter given material. Misprints are rare and when they occur, the marking policy ensures that the student is not penalized. In most cases when a student alters given material, there is in fact no misprint and marks will be deducted for the student’s failure to answer the question as it was given. Measure 2, beat 2: The student has omitted the accidental required for E natural. In addition, the student has successfully analyzed the tonal hierarchy. Measure 1 can be considered an expansion of the tonic area, leading to the pre-dominant chords of iv6 and viiº7/V in m. 2. The dominant chord in m. 2 then resolves to VI, which stands in for the final tonic. 2. b. 4/7 Measure 1, beat 2: The chord symbol shows the wrong quality. The student has spelled the

chord correctly, including the F natural specified by the figured bass. This creates a full-diminished 7th chord, not half-diminished as shown in the root/quality chord symbol.

fhmaf

Stamp


Level 10 Harmony & Counterpoint: Practice Paper 1 continued Measure 1, beat 3: Again, the chord is spelled correctly but the root/quality chord symbol does

not match. The bass note is C sharp, not C.

Measure 2, beats 2 and 3: The stems on the right-hand chords should point downward rather than upward. For the right-hand part in keyboard style, stem direction is determined by the note in the chord that is furthest away from the middle line.

Measure 2, beats 2 to 4: There is a group of voice-leading problems here. The seventh of the chord on beat 2 (the A) needs to resolve to G sharp after the delay created by the cadential . The cadential should resolve with the characteristic voice leading indicated by the figures. Possibly the errors in this working occurred because the student did not plan ahead for the V13 chord on beat 4. It is good that the thirteenth (C sharp) is in the top voice, but this should be lead up smoothly.

Measure 3: The right-hand chord has only two notes. Likely the student’s intention was for the thirteenth (C sharp) to fall to A and the leading tone (G sharp) to rise to A, but they have left us guessing—the doubled A must be shown in the notation. Since there are whole notes here, each A must be written. (If shorter note values were involved, double stems would be used).

3. SATB Harmonization – Chorale: 20.5/30 Measure 1, beat 1: The figure “7” is incorrect; the C could be analyzed as part of a V chord

or it could be considered to be a passing tone. If it is labeled as a chord tone, the position must be indicated correctly.

Measure 1, beat 4: The change of position should be indicated under the final eighth note of the measure.

Measure 3, beat 1: The root-position diminished triad is not idiomatic. V would be a more stylistically appropriate chord choice here. In addition, the diminished fifth between the bass and alto remained unresolved.

Measure 3, beat 4: The two eighth notes on the same pitch in the tenor part do not fit the text to be sung here; a quarter note is needed in the tenor.

Measure 4, beats 2–3: The student has chosen a characteristic progression and decoration at the cadence (ii to V8–7 to I); unfortunately, they have not handled the voice leading well. The seventh must resolve downward (especially since the passing 8–7 motion draws attention to it) and the I chord must contain its third.

Measure 4, beats 3–4: Parallel octaves should be avoided even between phrases.

fhmaf

Stamp

fhmaf

Stamp

fhmaf

Stamp

fhmaf

Stamp

fhmaf

Stamp


Level 10 Harmony & Counterpoint: Practice Paper 1 continued Measure 5, beats 2–3: The student may perhaps have chosen to not resolve the seventh of the

V7 chord on beat 2 so as to avoid doubling the third of the root-position I chord on beat 3. While this does result in good doubling, the unresolved seventh is still incorrect. Since the soprano has – in the melody here, a plain V triad (with no seventh) should have been used on beat 2.

Measure 6, beat 4 to measure 8, beat 1: The essential things in this phrase are a logical modulation to D major, a stylistic melodic line in the bass, and a strong cadence to confirm the modulation. The student’s working is excellent. It is very different than the sample working and that is absolutely fine. In questions of this type, there is never one single “required” answer or even an “ideal” answer.

Measure 8, beat 1: The analysis of a pivot chord here is incorrect. The chord is labeled correctly as the major I triad in D major. The same chord cannot be the minor ii chord in C major

Measure 9, beat 3: The symbol vi on the second eighth note does not account for the held G in the tenor. The correct symbol for this would be vi7 in C major or i7 in A minor.

Measure 9, beat 4: The augmented second between F natural and G sharp must be avoided; in this case, the student may need to slightly revise their chord choices to accomplish that. There are also parallel octaves in the tenor and bass.

Measure 10, beat 1 to measure 11, beat 2: Here the student has chosen chords that form a logical progression and clearly re-establish the home key. Unfortunately, the voice leading does not work well and the numerous parallel octaves and fifths undermine the effectiveness of the closing phrase.

Measure 11, beat 4: The eighth note G in the soprano should be treated as an anticipation but the student has not recognized this characteristic feature of chorale style. The second-inversion chord at the end of the measure is incorrect. Coming after the V7 chord, it is not a cadential chord. As well, the use of the dotted quarter note–eighth note rhythm in all four voices is not typical of the style. The quarter-note pulse should be maintained in the lower voices under the dotted rhythm in the melody.

Measure 12, beat 1: The bass fermata is missing. 4. Harmonic Analysis: 11.5/15 Measures 1–2: Analysis of the tonic pedal is missing.

Measure 1, beat 3: The student’s analysis of the harmonic rhythm is questionable; the right-hand notes B flat-G-E will likely be heard as a single chord rather than two separate chords. The second inversion indicated for the iv chord is plausible since the bass note was not accounted for as a pedal and no marks have been deducted. The third inversion of the iiø chord is incorrect since the D does not resolve as a seventh.

fhmaf

Stamp

fhmaf

Stamp

fhmaf

Stamp


Level 10 Harmony & Counterpoint: Practice Paper 1 continued Measure 1, beat 4: The student has found the place where the right hand creates dissonance

against the bass but has not considered the larger context. The D does not resolve as a suspension but rather is part of the tonic pedal. Again, the harmonic rhythm would be better analyzed as one chord for the beat rather than with a chord change.

Measure 2, beat 4: There is quite a bit of leeway in this passage regarding where the modulation might be indicated. The chords of the descending fifths sequence may be analyzed correctly in either F major or D minor. The problem with the student’s analysis is that they have mislabeled the quality of the chord at the end of m. 2. The notes form a C major triad, regardless of what key the analysis is in. Both “V of F major” and “VII of D minor” would be acceptable answers; viio is incorrect.

Measure 3, beat 1: The error is similar to that in m. 2. Analyzed in D minor, the correct symbol for this F major triad would be III, not III+. The student seems to have memorized only the qualities of triads built using the harmonic form of the minor scale and is not taking into account the natural form of the scale used here.

Measure 4, beats 2–4 and measure 5, beat 1: Each beat begins with a triad and the second eighth note in the bass adds dissonance; each of these dissonant bass notes is of the same kind. The dissonant notes may be labeled as “ ” or as passing tones. Ideally, the analysis will be consistent to reflect the repeated pattern that occurs here (no marks have been deducted).

Measure 5, beat 3: There is no seventh here; the symbol on the second eighth note must be 6, not .

5. Structural Analysis: 15.5/20 5. a. 8/10 v. The student has labeled the bridge exactly where the first accidental for the new key occurs.

Correct placement of the label would demonstrate awareness of the phrase structure, with the label placed at the beginning of the phrase.

vi. The label for the dominant preparation is too late, missing a significant portion of the passage. The label must be placed at the start of the passage; it is a good practice to use a line or bracket to indicate the entire duration of the dominant preparation.

5.b 7.5/10 iv. The student’s response suggests that they have noticed that the answer and CS1 will work

in invertible counterpoint; this is true but not what the question was asking. For “type of answer,” the options are “real” or “tonal” and in this case the answer is “tonal.”

The student seems to have lost focus over the page turn: v. The labels for CS1 and CS2 are reversed. vi. The label for the redundant entry is missing.

fhmaf

Stamp

fhmaf

Stamp

level harmony counterpoint - the royal conservatory of … · 4 level harmony counterpoint practice...

Documents