abstract
scholarship regarding solmization systems is largely limited to tonal methods. the present article extends the discussion to post-tonal aural skills, citing the need for a separate, interval-based methodology that fulfills the same functional role for atonal repertoire as scale-degree numbers and moveable-do syllables achieve for tonal music. in part i, we examine a tonal and atonal aural skills example as a means of justification for separate solmization methodologies. in part ii, we present an effective way to introduce our preferred system, ordered pitch-class intervals, in the classroom, as well as cite additional repertoire and teaching strategies that demonstrate the utility of adopting the new musical orientation. finally, in part iii, we outline a sample curriculum for a 15-week undergraduate class and describe how to smoothly transition from tonal to atonal studies. the result is a repertoire- and skills-focused post-tonal aural skills course that equips undergraduates to more successfully understand and perform post-tonal compositions.
recommended citation
geary, david and komaniecki, robert
(2017)
"post-tonal solmization for post-tonal aural skills: implementing ordered pitch-class intervals,"
journal of music theory pedagogy: vol. 31, article 8.
available at:
https://digitalcollections.lipscomb.edu/jmtp/vol31/iss1/8
