{"id":135,"date":"2019-01-21T17:24:52","date_gmt":"2019-01-21T17:24:52","guid":{"rendered":"https:\/\/graceamazingly.wordpress.com\/?p=135"},"modified":"2019-01-21T17:24:52","modified_gmt":"2019-01-21T17:24:52","slug":"bass","status":"publish","type":"post","link":"https:\/\/elts.org.uk\/ga\/2019\/01\/21\/bass\/","title":{"rendered":"Bass"},"content":{"rendered":"\n<p>One idea to provide some variations to piano accompaniment in supporting singing voices is on the bass line. The following is an example, being the end of song, or a section of the song, closing with a dominant 7th to tonic.<\/p>\n\n\n\n<figure class=\"wp-block-image\"><img fetchpriority=\"high\" decoding=\"async\" width=\"684\" height=\"172\" src=\"https:\/\/elts.org.uk\/ga\/wp-content\/uploads\/2019\/01\/music001-1.jpg\" alt=\"\" class=\"wp-image-137\" srcset=\"https:\/\/elts.org.uk\/ga\/wp-content\/uploads\/2019\/01\/music001-1.jpg 684w, https:\/\/elts.org.uk\/ga\/wp-content\/uploads\/2019\/01\/music001-1-300x75.jpg 300w\" sizes=\"(max-width: 684px) 100vw, 684px\" \/><figcaption>Music 001<\/figcaption><\/figure>\n\n\n\n<p>The chords are in first (root) position. The melody flows largely in 1-step motion, except in 2nd bar a 2-step motion from A to C#. The bass line for the second bar, D to A is ok too, but there&#8217;s a slight hint of all harmony moving in the same direction which I would keep an eye on &#8211; but the resolution from A7 to D balances the previous D to A7, with the melody going up 1 step: C# to D, while all other notes going contrary motion.<\/p>\n\n\n\n<p>What variation is possible here? Here is an example:<\/p>\n\n\n\n<figure class=\"wp-block-image\"><img decoding=\"async\" width=\"675\" height=\"176\" src=\"https:\/\/elts.org.uk\/ga\/wp-content\/uploads\/2019\/01\/music002.jpg\" alt=\"\" class=\"wp-image-138\" srcset=\"https:\/\/elts.org.uk\/ga\/wp-content\/uploads\/2019\/01\/music002.jpg 675w, https:\/\/elts.org.uk\/ga\/wp-content\/uploads\/2019\/01\/music002-300x78.jpg 300w\" sizes=\"(max-width: 675px) 100vw, 675px\" \/><figcaption>Music 002<\/figcaption><\/figure>\n\n\n\n<p>First chord, I play F# on the bass instead of D. This gives a slight harmonic &#8216;hinge&#8217; &#8211; it has stability of a tonic harmony but has a slight level of potential energy for moving forward. The resultant F# &#8211; G, being a 1 step movement on the bass, is mirrored in the melody A to B, also 1 step. You then achieve a third relationship between the bass and the melody.<\/p>\n\n\n\n<p>Further, you can proceed the bass line with another 1 step, from G to A, to the D chord in the second bar. Here, you get a contrary motion between the bass and melodic lines: the bass going up from G to A, the melody going down from B to A. This kind of subtleties can be important to give interest to the music.<\/p>\n\n\n\n<p>Going on, we can do an octave jump down on the bass line in the bass line, A to A. This way, we balance out the small harmonic parallel movement (all notes going the same direction) of the second bar in Music 001. The lower register of the second A bass note gives a stronger feel to the ending too.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>One idea to provide some variations to piano accompaniment in supporting singing voices is on the bass line. The following is an example, being the end of song, or a section of the song, closing with a dominant 7th to tonic. The chords are in first (root) position. The melody flows largely in 1-step motion, [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":351,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[7,10],"tags":[],"class_list":{"0":"post-135","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-music-arrangement","8":"category-piano-accompaniment-ideas","9":"czr-hentry"},"_links":{"self":[{"href":"https:\/\/elts.org.uk\/ga\/wp-json\/wp\/v2\/posts\/135","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/elts.org.uk\/ga\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/elts.org.uk\/ga\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/elts.org.uk\/ga\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/elts.org.uk\/ga\/wp-json\/wp\/v2\/comments?post=135"}],"version-history":[{"count":0,"href":"https:\/\/elts.org.uk\/ga\/wp-json\/wp\/v2\/posts\/135\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/elts.org.uk\/ga\/wp-json\/wp\/v2\/media\/351"}],"wp:attachment":[{"href":"https:\/\/elts.org.uk\/ga\/wp-json\/wp\/v2\/media?parent=135"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/elts.org.uk\/ga\/wp-json\/wp\/v2\/categories?post=135"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/elts.org.uk\/ga\/wp-json\/wp\/v2\/tags?post=135"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}