Comprehensive Guide to Musical Harmony and Textures

Harmony represents the relationship between $2$ or more pitches that are sounded together at the same time.
A Harmonic Interval refers to the distance between $2$ pitches or notes sounding simultaneously. This is distinguished from melodic intervals, which occur when $2$ pitches are played one after another.
Chords are defined as a set of $3$ or more pitches sounded together at the same time.
Primary Triads are the chords most commonly utilized in Western tonal music. They form the foundation for many popular songs.

Harmonic intervals are divided into two types based on their stability and sound quality: consonances and dissonances.
Consonances are intervals that sound stable. They do not require resolution to another sound.
Dissonances sound unresolved and "hanging." Because of this quality, they need to resolve to a consonance.

Consonant intervals include:
- Unison: The same $2$ notes played together.
- $5^{th}$ or Perfect $5^{th}$ .
- Octave ( $8^{ve}$ ).
- Major and minor $3^{rds}$ .
- Major and minor $6^{ths}$ .
Dissonant intervals include:
- Major and minor $2^{nds}$ .
- Major and minor $7^{ths}$ .

Texture refers to the blending and manipulating of distinct sounds and melodic lines that happen simultaneously in a piece of music.
It describes the "thickness" or "thinness" of the music and whether it contains single or multiple melodic lines.
Texture can be classified into three primary categories:
- Monophonic
- Polyphonic
- Homophonic
Musical texture may also be further described as imitative or non-imitative.

Ostinato: This is a short, consistently repeated pattern found throughout a piece or within a specific section. It is a prominent feature in African music. The literal translation of the term ostinato is "stubborn."
Descant: This term carries multiple meanings in music:
- It generally refers to the highest voice in a composition, typically separated uniquely from other voices.
- It can also mean counterpoint or the specific harmonic relationship between multiple voices in a song.

Polyphony: Music consisting of several melodic lines combined simultaneously. These lines are generally treated with equal importance and interest. The term originates from the Greek "poly," meaning many, and "phone," meaning voice.
Homophony: A texture where one melodic line or part is the primary focus (interest) while a subordinate part provides supporting accompaniment. The term originates from "homa" and "phone" (voice).
Monophony: Characterized by a single melodic line without accompaniment.

Teaching the simultaneous sounding of $2$ pitches (harmonic intervals) is targeted for Grade $4$ .
Two facets are considered when teaching harmony:
- Visual Harmony: Focuses on seeing the arrangement of notes or chords, such as looking at notes on a keyboard or on a music staff/sheet (e.g., looking at notes $C$ - $E$ - $G$ ).
- Aural Harmony: Focuses on hearing how notes blend together, such as hearing the notes played together as a chord (e.g., hearing a $C$ Major chord sounds bright and pleasant).
Singing activities for teaching harmony include the use of Partner Songs. These are songs containing different melodies that may be sung together to create harmony.

Teaching chords and triads is intended for Grades $5$ and $6$ .
Students require a basic knowledge of the musical alphabet ( $A$ - $G$ ) and the ability to count semitones (half-steps) to understand chord formation.
Teachers should use visual materials (piano keyboard illustrations) and listening materials (piano, guitar, or smartphone piano apps).
Major Chords: These usually sound happy, bright, and cheerful.
- Structure of a $C$ Major Triad: From the root ( $C$ ), it takes $4$ half steps (semitones) to the third ( $E$ ), and then $3$ half steps from the third to the fifth ( $G$ ).
Minor Chords: These usually sound sad, calm, or emotional.
- Structure of an $A$ Minor Triad: This triad consists of notes $A$ , $C$ , and $E$ . Based on the provided metrics, there are $3$ half steps (semitones) between the root and the third, and $3$ half steps indicated between the third and the fifth.

For Grades $1$ to $3$ , the focus is on the thickness and thinness of music and identifying single versus multiple melodic lines.
For Grades $5$ and $6$ , the focus shifts to distinguishing between monophony, polyphony, and homophony.
Monophonic Activity: Use listening examples such as Gregorian Chant.
Polyphonic Activity: Expose students to polyphonic examples such as a Round Song. An example is "Row, Row, Row Your Boat," where different groups start singing the melody at different times.
Homophonic Activity: Let students sing while the teacher provides chordal accompaniment on piano or guitar. An example is a solo singer performing with a pianist or guitarist.