Placeholder Image

Subtitles section Play video

  • Hi.

  • So this week, what we want to talk about follows on from what Richard

  • and I illustrated last week, and that was the concept of tones and semitones.

  • And what we did was we picked the note C and

  • we applied the pattern of tone, tone, semitone, tone, tone, tone, semitone.

  • And we called the result the major scale.

  • So what we can do is we can pick any other note and apply the

  • same pattern tone, tone, semitone, tone, tone, tone

  • semitone, and the result is a major scale.

  • So, what we're going to do for the rest of this lecture is we're

  • going to refer to that pattern of tones and semitones as the major scale pattern.

  • So, we'll pick another note now I'm going to pick this note here - G.

  • What I'm going to do is apply the major scale pattern to that so tone, tone,

  • semitone, tone, tone, tone, semitone.

  • Now you'll notice actually when we played C, we only played the white notes

  • on the piano, we didn't touch any of the other ones, these black notes.

  • When I started on G we need to play this note here.

  • And this is called F sharp in this context.

  • >> So let's take a closer look at it.

  • It's called F sharp because it is one semitone sharper, or higher than F.

  • [MUSIC]

  • But you might also notice that by the same rationale, we

  • could say [SOUND] that it's one semitone lower [SOUND] than G.

  • We could then call it G flat, which means one semitone lower than G.

  • You'll remember from last week that a semitone is a fixed interval.

  • [MUSIC]

  • There are semitones between every note that I played just then.

  • But you'll also notice there are places on the piano keyboard where

  • we have two white notes and no black notes in between them.

  • [MUSIC]

  • It happens between B and C [SOUND] and it also happens between E and F.

  • >> Some of you that have come to

  • this course as guitar payers might already recognize this.

  • So if you think about your E strings, for instance, if you play the

  • first fret on your E strings, you're more likely going to call this note F.

  • And that's the same if you play the first fret

  • on the B string, you're more likely going to call this C.

  • And that really just serves to illustrate, just for

  • a different instrument really, that the distance between B and

  • C, the interval B and C is a semitone,

  • and the interval between E and F is a semitone.

  • And that's why if you look back at the piano keyboard,

  • there isn't a black note in between these pairs of notes.

  • >> You might be thinking that it seems a bit arbitrary.

  • That you have a black note between some pairs

  • of white notes and there's a semitone there, and yet,

  • between other pairs of white notes, you get a

  • semitone al by itself with no black notes in between.

  • But actually this unevenness, this asymmetry that we get in the

  • spread of the note names as they repeat across the octaves.

  • This is something that gives eyes and our ears - more importantly

  • our ears kind of landmarks that we can latch on to.

  • >> So, a minute ago we played G major.

  • We started on the note G and we applied our major scale pattern.

  • We found that we needed to use an F sharp.

  • Let's pick another note this time.

  • Let's pick the note F, [SOUND] and apply this pattern.

  • So we get tone, [SOUND] tone, [SOUND] semitone [SOUND].

  • Again we've touched another black note there.

  • Tone, [SOUND] tone, [SOUND] tone, [SOUND] and a [SOUND]

  • semitone between E and F as we've just discussed.

  • Now let's look back then at this.

  • So we've got F [SOUND], G [SOUND].

  • So, a tone apart.

  • G, A, which is a tone apart.

  • And then we've got this black note.

  • As Nikki said, because this is a little

  • bit sharper than A, it's a semitone sharper than A.

  • We could call this A Sharp.

  • But it's also a semitone lower than B.

  • So we could call it B flat.

  • So which are we going to call it, in this case?

  • Well, as we talked about last week, scales need one of each letter name.

  • So, actually, when we go up from F, we're going to go F to

  • G, G to A, not to A sharp, because that's another type of A.

  • We're going to go to B flat, which is a semitone above A, or a semitone below B.

  • And then a tone onto C up to D, E, and

  • we have another semitone to take us back to our tonic, F.

  • >> So it's one thing to understand it, looking at the piano keyboard.

  • It is another thing to get it into your own practice.

  • You can use a keyboard app, or you can use a piano if you've

  • got one, or you can go into your own instrument, or you can sing.

  • But this time, start for yourself, do it for yourself.

  • Start on D.

  • [MUSIC]

  • Figure it out.

  • Go from D up to D, an octave higher, and then show yourself what the

  • pattern of tones and semitones is if

  • you're just using the, the plain note names.

  • And then, go back to that major scale pattern.

  • Tone, tone semitone, tone, tone, tone, semitone.

  • And then see for yourself what note names you have

  • to alter in order to recreate that major scale pattern.

  • >> So we should make a little bit of an apology.

  • Because what we've been doing is talking about white notes and black notes,

  • and clearly that's only really relevant if we're looking at a piano keyboard.

  • Guitar players don't have white notes and black notes, for instance.

  • The reason that we're doing this, and the reason that

  • for this particular lecture we've made it so piano-centric

  • is just because the layer of the keyboard's actually a

  • really clear and really beautiful way to illustrate where semi-tones are.

  • And from that, you can build patterns of tones and semitones.

  • So, it is important for you understand that on your

  • own instrument, but just be aware that you can always come

  • back to this visual, and there there's Picture of a piano

  • keyboard in this week's supporting material on the website for you.

  • And as Nikki said, you can go on the internet and find

  • an app that will do this for you absolutely no problem as well.

  • >> So the way to learn this and to actually understand it is to get

  • it into your eyes, into your head, and into your fingers and into your ears.

  • So, you can practice in all these different ways.

  • Practice hearing and playing whole tones.

  • Practice hearing and playing semitones.

  • [BLANK_AUDIO]

Hi.

Subtitles and vocabulary

A2 semitone tone pattern sound piano keyboard

Lecture 2.1 - Sharps & Flats (Coursera - Fundamentals of Music Theory 8)

  • 29 5
    songwen8778 posted on 2016/07/28
Video vocabulary

Keywords

practice

US /ˈpræktɪs/

UK /'præktɪs/

  • other
  • To carry out or perform (a particular activity, method, or custom) habitually or regularly.
  • To carry out or perform (a particular activity, method, or custom) habitually or regularly.
  • To perform an activity or exercise a skill repeatedly in order to improve or maintain proficiency.
  • To perform (an activity) or exercise (a skill) repeatedly or regularly in order to improve or maintain one's proficiency.
  • To do something repeatedly so as to become skilled at it.
  • noun
  • A customary way of doing something.
  • A usual or customary action or proceeding.
  • A doctor's or lawyer's business.
  • Repeated exercise in or performance of an activity or skill so as to acquire or maintain proficiency in it.
  • The customary, habitual, or expected procedure or way of doing of something.
  • The office and place for legal or medical work
  • Doing something many times to become better at it
  • other
  • A customary way of doing something.
  • The business or work of a professional person, such as a doctor or lawyer.
  • other
  • The customary, habitual, or expected procedure or way of doing something.
  • Repeated exercise of an activity or skill in order to improve or maintain proficiency.
  • Repeated exercise in or performance of an activity or skill so as to acquire or maintain proficiency in it.
  • Repeated exercise in or performance of an activity or skill so as to acquire or maintain proficiency in it.
  • other
  • Work at or be engaged in (a profession).
  • verb
  • To perform an activity or exercise a skill repeatedly or regularly in order to improve or maintain one's proficiency.
  • To work as a doctor or lawyer
  • To live according to the teachings of a religion
  • To do something many times to improve a skill
bit

US /bɪt/

UK /bɪt/

  • noun
  • A former coin worth 12.5 cents.
  • The basic unit of information in computing.
  • The basic unit of information in computing, representing a binary digit (0 or 1).
  • A mouthful of food.
  • Device put in a horse's mouth to control it
  • A particular thing or experience.
  • A person's contribution to an effort.
  • Small piece of something
  • A short period of time.
  • A very small amount of money.
  • A small piece or amount of something.
  • A small acting role or part in a performance.
  • The part of a tool that cuts or bores.
  • other
  • To do one's part.
  • Not at all.
  • verb
  • Past tense of 'bite'.
  • (E.g. of fish) to take bait and be caught
  • adverb
  • Slightly; somewhat.
relevant

US /ˈrɛləvənt/

UK /ˈreləvənt/

  • adjective
  • Having an effect on an issue; related or current
  • Closely connected or appropriate to the matter at hand.
  • Having significant and demonstrable bearing on the matter at hand.
pattern

US /ˈpætən/

UK /'pætn/

  • noun
  • An arrangement or sequence.
  • A consistent and recurring way of behaving.
  • Model to follow in making or doing something
  • Colors or shapes which are repeated on objects
  • A excellent example or model.
  • Regular repeated behavior
  • A model or guide for making something.
  • A regular or repeated way in which something happens or is done.
  • A set of paper shapes used as a guide for cutting cloth when making clothes.
  • verb
  • To copy the way something else is made
  • other
  • To use as a model or guide.
  • To decorate with a pattern.
scale

US /skel/

UK /skeɪl/

  • noun
  • Size, level, or amount when compared
  • Small hard plates that cover the body of fish
  • Device that is used to weigh a person or thing
  • An instrument for weighing.
  • A sequence of musical notes in ascending or descending order.
  • Range of numbers from the lowest to the highest
  • The relative size or extent of something.
  • Dimensions or size of something
  • verb
  • To adjust the size or extent of something proportionally.
  • To change the size of but keep the proportions
  • To climb something large (e.g. a mountain)
  • To climb up or over (something high and steep).
  • To remove the scales of a fish
start

US /stɑrt/

UK /stɑ:t/

  • other
  • Beginning of something in place or time
  • noun
  • First time or place that a thing exists; beginning
  • First opportunity to achieve something, e.g. a job
  • Sudden action or movement because you are scared
  • verb
  • To do, be or happen for the first time; begin
  • To turn something on
reason

US /ˈrizən/

UK /'ri:zn/

  • noun
  • Ability to think about facts and form a judgment
  • Explanation for why something occurred or was done
  • verb
  • To think and make conclusions in a logical manner
instance

US /ˈɪnstəns/

UK /'ɪnstəns/

  • other
  • At the request of.
  • noun
  • A single occurrence of a program or object in a computer system.
  • An example of something; case
  • An occurrence of something.
  • verb
  • To give as an example of something else
  • other
  • To cite as an example.
  • To cite as an example; to mention as an instance.
flat

US /flæt/

UK /flæt/

  • noun
  • Apartment; set of rooms for living in
  • The smooth or level part of something
  • Musical tone lower than another by a small degree
  • A shoe with a very low heel or no heel at all.
  • verb
  • To share an apartment with someone
  • adjective
  • Without gloss or sheen; matte.
  • Having lost air or gas from inside; deflated.
  • Having lost its effervescence; not sparkling.
  • Two-dimensional; having length and width but no thickness.
  • Lacking interest, emotion, or animation; dull.
  • Having a level and even surface without curves, bumps, or irregularities.
  • Level; even; without curves or bumps
  • Lifeless; lacking energy or vitality
  • Fixed; not subject to change or variation.
  • adverb
  • In a certain, direct or absolute manner
  • Against a surface without lifting or curving away
  • So as to be level or lying horizontally.
  • other
  • To fail to produce the intended effect; to be unsuccessful or uninteresting.
result

US /rɪˈzʌlt/

UK /rɪ'zʌlt/

  • noun
  • Something produced through tests or experiments
  • Final score of a competition, election or game
  • other
  • To happen or exist as a consequence of something.
  • verb
  • To be the outcome of other causes and effects

Click the word to look it up Click the word to find further inforamtion about it