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<font face="Calibri">Ildar,<br>
<br>
Can you explain in what sense you believe that the theory of tonal
functions (say, Riemann) allows more to think horizontally than
the theory of root progressions (say, Sechter/Bruckner)? <br>
<br>
For sure, it would be important that textbooks on harmony or
analysis position themselves within a history of harmonic
theories, but I think that this should lead to teaching the
history and genealogy of the theoretical paradigms about tonality.
Without this confrontation of theories, we would indeed be
teaching ideologies.<br>
<br>
On the other hand, I am afraid that music teaching often is based
on ideology. Even in our supposedly rational world, it remains
largely based on oral tradition, on the example given by the
"master". This is obvious in the case of performance teaching. It
is less obvious, but I fear hardly less present, in the case of
theory teaching. And if each of us took the time to first justify
one's ideological position, we may never find the time to really
begin teaching theory...<br>
<br>
But let's leave that for another discussion. For the time being,
I'd really want to know your opinion about German <i>vs</i>
Austrian theories.<br>
<br>
</font>Nicolas Meeùs<br>
Université Paris-Sorbonne<br>
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</font>Le 1/05/2012 03:36, Ildar Khannanov a écrit :
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One chapter, one topic in particular, is missing from the
beginning of our foliants: the actual explanation of the
theoretical position of the author. I prefer the theory of
tonal-harmonic functions. It is this theory which allows
student to harmonize a melody. Tonal function allows to
think horizontally. Oswald Jonas and Schenker did not know
that, appartenly. "Root-function" is the agency which
connects one chord to another and allows to unfold the
harmonic progression. The system of tonal-harmonic
functions must be explained from the very beginning and
student have to be trained hearing these function in the
aural skills class. If the texbook is Schenkerian, it is
worthy to introduce a chapter on Schenker's theory and
give it to students in the most open and sincere fashion.
Otherwise, what is, in fact, a concept, is introduced as
an ideology.<br>
<br>
Best,<br>
<br>
Ildar Khannanov<br>
Peabody Institute<br>
Baltimore, MD<br>
<span class="yshortcuts" id="lw_1335835944_0"><a class="moz-txt-link-abbreviated" href="mailto:solfeggio7@yahoo.com">solfeggio7@yahoo.com</a></span><br>
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