Harmonic System and Teaching Experience in the Teaching of Piano Improvisational Accompaniment

DOI: https://doi.org/10.62517/jhet.202615335

Author(s)

Liu Xinli

Affiliation(s)

Weinan Normal University, Weinan, Shaanxi, China

Abstract

Different from formal scored accompaniment, piano improvisational accompaniment requires on-site creation of accompaniment parts based on single-line melodies and features distinct individual characteristics. Combining long-term teaching practice, this paper summarizes the teaching experience of piano improvisational accompaniment from the two dimensions of harmonic progression and accompaniment texture. the harmonic application in improvisational accompaniment can be divided into four core progressive stages. the primary triad stage, centered on T, S and D chords, serves as the foundational stage with easy learning and prominent harmonic functionality, yet it is limited by monotonous musical color. the secondary triad stage effectively compensates for the deficiencies of primary triads and enriches the auditory color of music through the complementarity of major and minor chords, which requires a balance between chord functionality and colority in practical application. the secondary dominant chord stage introduces extratonic altered notes to establish a chromatic harmonic system and strengthen the multi-directional tonal tendency of music, among which the double dominant chord is the most widely used. the independent color chord stage adopts various tonal color chords to deliver unique and fresh auditory effects, where the frequency of chord usage should be strictly controlled to avoid breaking the tonality of musical works.

Keywords

Piano Improvisational Accompaniment; Harmonic Progression; Teaching Experience

References

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