Royal Conservatoire The Hague

ASA1 Portfolio assignment

Chords
 Portfolio assignment ASA1: Chords

Sing, Play, Analyze, and Create

Dear students,

here you find the portfolio-assignment for ASA1 block 2: Chords. Exc. A,B and C have two
levels: one for pianist (keyboardists, level a.), and one for non-pianists (level b.). Make for
the singing and playing a musical effort, meaning that you work on your fluency, intonation,
articulation and dynamic. Enjoy the examples from the musical literature, and good luck.

ASA1 teachers.

A. 4-part voices (± 1500)

level a.
1. Transcribe the top melody and bass part of bar 1 – 18.6 In the first 5 bars the rhythm is
given. From bar 6 onwards only the first note of each entrance is given (and the text).

2. Then continue to sing the top melody with solmization, while performing the other
parts on a keyboard. Submit a VIDEO. You are free to adapt the tempo to your skills
and taste. Carefully observe the phrase structure, see the commas for breathing.
Careful analysis of these aspects makes reading and memorization much easier.

3. Analyze the chords of bar 36-40, write the chord symbols under the bass-part.

level b. (for non-pianists if necessary)

1. Transcribe the top melody and bass part of bar 1 – 18.
6 In the first 5 bars the rhythm is
given. From bar 6 onwards only the first note of each entrance is given (and the text).

2. Then continue to sing the top melody with solmization, while performing the bassline
on a keyboard. Submit a VIDEO. You are free to adapt the tempo to your skills and
taste. Carefully observe the phrase structure, see the commas for breathing. Careful
analysis of these aspects makes reading and memorization much easier.

3. Analyze the chords of bar 36-40, write the chord symbols under the bass-part.

B. Voice + Piano (± 1800)

level a.
1. Analyze the chords, write the chord symbols, and Roman Numerals.
 2. Submit a VIDEO in which you sing the top melody with solmization, while performing
the broken chords on a keyboard. You are free to adapt the tempo to your skills and
taste. If needed you can play the lowest note with the left hand, the other two with
the right hand. Carefully observe the phrase structure, see the commas for breathing.
Analyzing the chords first makes reading and memorization much easier. Extra
option: to add the extra line in bar 13-14.

level b. (for non-pianists if necessary)

1. Analyze the chords, write the chord symbols, and Roman Numerals.

2. Submit a VIDEO in which you sing the top melody with solmization, while performing
only the first note of each broken chord on a keyboard (or any other adaption of the
written part). You are free to adapt the tempo to your skills and taste. Carefully
observe the phrase structure, see the commas for breathing. Analyzing the chords
first, makes reading and memorization much easier. Extra option: to add the extra
line in bar 13-14.

C. Piano (± 1930)

1. Analyze the chords (consider both hands together), write the chord symbols.

2. Submit a VIDEO in which you sing the upper staff broken chords with solmization.
You can play an E pedal point for reference.
Analyzing the chords first, makes reading and memorization much easier.

D. Create

1. Take the melodies you composed in the previous block and add harmony to each
melody. Experiment with using the different chord-categories. Write the harmonies
as chord-symbols to the melody.

2. Record the chords while playing them in an arpeggiated manner on your

instrument. Submit a VIDEO.

3. Record the harmonized melodies. Submit a VIDEO. (While recording the melody,
you can play the arpeggiated chord-video on another device; or you can ask a fellow
student to play together)
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A. 4 - voices

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b
&b C w œ
Mil - le re - gretz de vous ha - ban - don - ner,

b
& b C w ˙ w
∑ Œ
œ œ œ ˙ ˙
˙
b
& b C ∑ ∑ ˙ ˙ ˙ Œ œ œ
‹
˙™ œ œ œ œ

{
™ ™ j w
? bb C w ∑
Mil - le re - gretz

b
7

&b Ó ˙ Ó ˙
Et des - lon - ger, et des - lon - - ger, vo - stre fa -
b
& b ˙ ˙ ˙ ˙ w w ˙ ˙ ˙ ˙ ˙™ œ

{
b
& b w ∑ ∑ w ˙ ˙ Ó ∑
‹
˙
?b w ∑ ∑ Ó
b ˙
Et des - lon - ger, Vo - stre fa -

b
14

&b Œ Ó ∑ w ˙ ˙ ˙ ˙ ˙™ œ
che a - mou -reu - se, J'ai si grand deuil et pai - ne
b
& b œ œ ˙ œ œ œ œ
˙ ˙ ˙ ˙
Œ
œ ˙™ œ
œ œ ˙ ˙
vo - stre fa - che a - mou - reu - se,

& bb ∑ Œ ∑
‹
œ œ œ œ œ ˙ ˙ ˙ ˙ ˙ w
? bb ˙ ˙ ˙ ˙ w ∑
che a - mou - reu - se vo stre fa - che amou -reu - se, J'ai si grand deuil
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2

˙™
b
21

&b œ œ ˙ Œ ∑ Ó ˙ ˙ Œ œ œ œ
˙ w
dou - lo - reu - se, Qu'on me ver - ra brief mes jours
b
& b œ œ ˙
∑ ∑
˙ ˙ ˙ ˙ w
w

{
b ˙ ˙™ ˙ ˙
& b Ó œ œ œ ˙ w w Ó ˙
‹ Et pai - ne dou - lo - reu - se,

? bb Ó ˙ ˙™ œ œ œ ˙ Ó ˙ ˙ ˙ w
w

b
28

&b w ˙ ˙ ∑ Ó ˙ w ˙ ˙
Qu'on
b
des fi - ner, me ver - ra
& b Œ œ œ œ ˙ ˙ w
∑ ˙ ˙
w

{
b ˙
& b w Ó œ œ œ œ œ œ ˙ œ ˙ Œ œ œ œ œ œ
‹ brief mes jours des - fi - - - ner,

? bb w ˙ ˙ œ œ œ œ œ œ ˙ ∑
w

b
34

&b Œ œ œ œ ˙ ˙ œ œ œ œ
brief mes jours des - fi - ner, in brief mes
& bb œ œ œ œ œ œ
œ ˙ ˙ œ

{
Ϫ
b j
& b œ œ œ œ ˙ œ œ œ œ œ
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? bb Œ œ œ œ ˙ ˙ œ œ œ
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b
37
j
&b ˙ ˙ œ œ œ œ ˙ œ™ œ w
b
jours fi - ner, brief mes jours des - fi - ner.
& b ˙
˙ œ œ œ œ ˙ ˙ w
Ϫ
b j
& b ˙ œ œ œ œ œ ˙ ˙ w
‹
?b ˙ œ ˙ w
b ˙ œ œ œ ˙
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B. Voice Piano
(± 1800)

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1

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j

? bb 6 ‰ œ œ œ œ œ #œ œ œ œ #œ œ œ œ #œ œ œ
8 œ œ œ œ œ œ œ œ

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b j j j j
5

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? bb œ œ œ œ œ #œ œ œ œ #œ œ œ œ œ
œ œ œ œ œ œ œ œ ‰

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, ,
b œ œ œ œ œ œ œ œ™
9

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? bb œ œ œ #œ œ œ œ œ œ #œ œ œ ‰
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b œ œ œ œ œ œ œ œ™ #3
13

&b œ œ œ œ œ œ œ
œ ‰ 4
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œ œ™
b j j #
& b œ œ œ œ œ
J
∑ ∑

? bb nœ œ œ #œ œ œ œ #œ œ œ #3
œ œ œ œ œ œ œ œ ‰ 4
œ nœ œ œ
passing notes: don’t consider these as chord-notes