Why Music is Like Learning a Language and Why Patterns are the Key!
- Chris Caton-Greasley
- Apr 4
- 10 min read
Index
Making Musical Sentences
Triquetrae (TQ) Find
Can You Succeed in the Tri-formations Pattern Challenge?
Own Compositions
Frequently Asked Questions about Music and Language Patterns
Quiz
Glossary of Key Terms
TQ Teacher Training
Essay Format Questions
Introduction
Language is made up of sounds. Different countries have different sounds and words, but all countries use symbols to represent those sounds.
Just like spoken languages, music has its own alphabet and patterns.Language, in its essence, is a system of communication built upon sounds. These sounds, when organised and structured, form words and sentences that convey meaning. While different regions and cultures may have distinct sounds, words, and grammatical structures, they all share a common thread: the use of symbols to represent those sounds. These symbols, often in the form of written characters or alphabets, allow for the preservation and transmission of language across time and space.
Similarly, music can be seen as a language of its own, with its own set of symbols and patterns. Just as spoken languages have alphabets and grammatical rules, music has its own notation system and structural conventions. Notes, represented by symbols on a staff, are the building blocks of musical language, akin to letters in a written language. These notes, when combined in specific ways, create melodies, harmonies, and rhythms that convey emotions and ideas.
Furthermore, just as spoken languages have different dialects and accents, music also exhibits diverse styles and genres. These variations, influenced by cultural and historical contexts, add richness and complexity to the musical landscape. Whether it's the intricate melodies of classical music, the driving rhythms of rock and roll, or the improvisational nature of jazz, each genre has its own unique vocabulary and expressive potential.
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Alphabets
In English we use Roman letters and Arabic numbers. Different languages like Hindi, Mandarin, Cantonese, Japanese to name a few, there are many more, use different styles of alphabets.
In Western music there is a very recognisable style of writing music on five lines and four spaces where we write the musical notes using the names A, B, C, D, E, F, and G. Individual notes are like learning the individual letters of an alphabet.
These individual notes are combined, just like letters are in English, to make musical digraphs. We call them harmonic intervals, or blends, that we call melodic intervals. Each one has a different character or sound. The interval of a minor third could be used to say, 'The weather is a little rainy today' or a perfect fifth could be used to say ' We won at football' . You could use the sound of an augmented fourth (also known as a tri-tone) in a spooky story.
Two Letter Sounds
In England we combine these letters in different ways. The first of these combined sounds are digraphs, that is two letters that make you sound. These are CH, CK, NG, PH, QU, SH, TH and WH etc..
You also have two notes that blend together like FL, CR, ST, TW, MP, STR, LK, NCH etc .. There are also three letter blends and single sounds, and four letter combinations that you will use in your daily English.
First Words
You can blend intervals to make melodies and chords. When used together they make every piece of music .
At Stalybridge Music Academy we combine these sounds into three and four note patterns which start from different pitches. These patterns are combined to make musical sentences, phrases and statements. If it is a melodic pattern, it is like a tiny little part of a melody. The first three notes of 'Hot Cross Buns' are Triquetrae Pattern 2. If it is an harmonic pattern it is called a triad for three notes, or a chord for four notes.
Three Note Patterns
When you hear phrases, paragraphs, nouns, verbs and adjectives - all in sound, you can feel the effect. This is when music affects your emotions the same as a favourite mystery in the driving rhythm and dissonant harmonies of Mars create a sense of urgency and aggression (Gustav Holst - The Planets - Mars, the Bringer of War), the feelings of love can be heard in the of overflowing emotions of a Rhapsody On a Theme of Paganini (Rachmaninov: Rhapsody On A Theme Of Paganini, Op.43, Variation 18 (piano solo) or the feeling of jubilation and victory in Sousa's Liberty Bell March.
A favourite mystery in the driving rhythm and dissonant harmonies of Mars create a sense of urgency and aggression.
Feelings of love can be heard in the of overflowing emotions of a Rhapsody On a Theme of Paganini.
The feeling of jubilation and victory in Sousa's Liberty Bell March.
Making Musical Sentences
When a student understands the patterns they understand how the music is put together. It makes a piece easier to learn, easier to read and easier to remember, musically (not by rote) and to write your own music.
Patterns create unity and cohesion in music. Recognizing them helps you appreciate the composer's intentions and the emotional impact of the music. Think of it like recognizing the rhyme scheme in a poem - it adds another layer of depth.
When you can identify patterns, you're not just reading note-by-note. You're seeing larger chunks of music at once, which greatly improves your sight-reading ability and allows you to play more fluently.
Recognizing patterns helps you understand how melody, rhythm, and harmony work together. This deeper understanding makes you a more musical performer, allowing you to play with more expression and feeling.
When you are learning music you are learning a new language. You start with individual letters, then words, then sentences, and eventually, you're reading whole paragraphs and understanding the story. Music is similar - patterns are like the words and sentences that give meaning to the individual notes.
Understanding patterns in music is critical to understanding how to play the music.
If you're learning an instrument, look for recurring note combinations in your music. The first twelve patterns we teach are included below and a link to a musical detective book available on the link below.
Order this book of symbols on Amazon and become a musical detective spotting three notes patterns in your music. https://amzn.to/42gkMk9
Triquetrae (TQ) Find
‘Three note patterns’ are Focus Nine in the TQ Find Zone and ‘Four note patterns’ and Focus Ten.
Set A is the relevant pattern with a single accompaniment note per bar that matches the pattern note.
Award: Red Certificate
Set B is the relevant pattern with two accompaniment notes per bar. The first note matches the initial pattern note. The second note matches the final pattern note.
Award: Orange Certificate
Ser C is the relevant pattern with a variety of accompaniment notes.
Award: Yellow Certificate
Can You Succeed in the Tri-formations Pattern Challenge?
Can you complete the pattern challenge? There are twelve patterns with five exercises with each pattern. To complete the pattern for a certificate send a video to the TQ Academy WhatsApp number presenting your name, the set of exercises (A, B or C), TQ teacher’s name (if you have one) and the marker of the pattern being played, either 1, 2, 3, 4 or 5.
One exercise with right hand patterns
One exercise with left hand patterns
One exercise with a pattern in both hands
When all twelve videos have been received a digital certificate will be added to your TQ Portfolio and a presentation certificate will be available at your lesson.
Own Compositions
Own compositions are accepted with a photo of the written score for any option.
If you decide to send your own composition as an exercise it music meet the following guidelines
4 bars long
4/4 time signature
End on C3 in the left hand and C5 in the right hand.
Include the appropriate pattern.
Hand written on manuscript paper by the student and a clear photo sent with the video.
Certificates to Collect
For information on the four note pattern please see the blog post
Frequently Asked Questions about Music and Language Patterns
What is the fundamental similarity between learning music and learning a language?
Both music and language are systems of communication built upon sounds and symbols organised into patterns to convey meaning. Languages use sounds formed into words and sentences, represented by written characters, while music uses notes arranged into melodies, harmonies, and rhythms, represented by musical notation.
How is the "alphabet" concept relevant to understanding music?
In language, we learn individual letters that form words. Similarly, in Western music, individual notes (A, B, C, D, E, F, G) written on a five-line staff serve as the basic building blocks, akin to the letters of an alphabet.
What are musical "digraphs" and how do they relate to language?
Just as languages combine two letters to create a single sound (digraphs like CH or TH), music combines two notes to create harmonic or melodic intervals. These intervals, like a minor third or a perfect fifth, have distinct characters or "sounds" that can evoke different feelings or expressions, similar to how certain linguistic sounds contribute to the meaning and tone of words.
How do "first words" in language correspond to elements in music?
In language, we blend letters into digraphs and then into words. In music, intervals are blended to create melodies and chords. These combinations of notes, particularly three and four note patterns, function like the "first words" of musical language, forming the foundation of musical phrases and statements. For example, the first three notes of 'Hot Cross Buns' are identified as a specific three-note pattern. Harmonic three-note patterns are called triads, and four-note patterns are called chords.
How do patterns contribute to understanding and playing music?
Recognising patterns in music is crucial for understanding its structure and how it is put together. This knowledge makes music easier to learn, read (sight-reading), remember (musically, not by rote), and ultimately, easier to write. Identifying patterns allows musicians to see larger musical chunks rather than individual notes, leading to more fluent and expressive performances.
In what ways do musical patterns resemble sentences and phrases in language?
Just as words combine to form sentences and phrases in language, musical patterns are combined to create musical sentences, phrases, and statements. Melodic patterns can be seen as small parts of a melody, conveying a musical idea, much like a phrase in spoken language conveys a thought.
How does understanding musical patterns enhance the emotional connection to music?
Recognising patterns helps in understanding the composer's intentions and the emotional impact of the music. Certain patterns and combinations of notes can evoke specific feelings, similar to how particular words and sentence structures can create different emotional responses in language. Examples include the urgency in the rhythm and harmonies of Holst's "Mars," the love in Rachmaninov's "Rhapsody on a Theme of Paganini," and the jubilation in Sousa's "Liberty Bell March."
What opportunities are offered by Stalybridge Music Academy to learn and recognise musical patterns?
Stalybridge Music Academy emphasises learning music through understanding three and four note patterns. They offer a "Triquetrae (TQ) Find" challenge where students identify these patterns in musical exercises to earn certificates. This involves playing exercises with varying accompaniment complexities and even creating original compositions incorporating specific patterns. A "musical detective book" focusing on these patterns is also available as a resource.
Quiz
How does the text describe the fundamental similarity between spoken language and music in their basic structure?
What are the musical equivalents to letters and digraphs in spoken language, according to the source? Provide one example of each.
Explain the concept of musical patterns as presented by Stalybridge Music Academy. What do these patterns resemble in spoken language?
How does understanding musical patterns benefit a student learning to play an instrument? Provide at least two specific advantages mentioned in the text.
Describe the "Triquetrae Pattern 2" and where it can be found in a well-known children's tune.
What is the difference between a melodic pattern and a harmonic pattern, as suggested in the text's analogy?
According to the text, how do musical patterns contribute to the emotional impact and understanding of music?
What are the requirements for a student to create their own musical composition as part of the Tri-formations Pattern Challenge?
Briefly outline the different sets (A, B, and C) within the "TQ Find Zone" and the corresponding certificates awarded.
How does learning musical patterns relate to the broader process of learning music as a "new language"?
Glossary of Key Terms
Melody: A sequence of single notes that are musically satisfying. Often considered the main tune of a piece of music.
Harmony: The combination of simultaneously sounded musical notes to produce chords and chord progressions having a pleasing effect.
Rhythm: The systematic arrangement of musical sounds and silences, principally according to duration and periodic stress.
Interval: The distance in pitch between two musical notes. Can be harmonic (sounded simultaneously) or melodic (sounded successively).
Digraph: In language, a combination of two letters representing one sound (e.g., 'sh', 'th'). In music, analogous to two notes blended together to create a specific sound or character.
Triad: A chord consisting of three notes, typically a root note and intervals of a third and a fifth above it.
Chord: A group of (typically three or more) musical notes sounded together, as a basis of harmony.
Pattern (Musical): A recurring sequence of notes or rhythms that forms a recognizable unit within a piece of music. Analogous to words or phrases in language.
Sight-reading: The ability to read and perform a piece of music that one has never seen before.
Rote Learning: Learning by memorization through repetition, without necessarily understanding the underlying principles.
Time Signature: A notational convention specifying how many beats are contained in each bar, and which note value is equivalent to one beat.
Manuscript Paper: Paper pre-printed with staves for writing musical notation by hand.
TQ Teacher Training
Essay Format Questions
Discuss the effectiveness of using the analogy of language learning to understand the process of learning music, as presented in the provided text. What are the strengths and potential limitations of this comparison?
Explain the significance of recognizing musical patterns in developing musical proficiency. How does the understanding of these patterns contribute to a student's ability to perform, learn, and create music?
Critically analyze the Tri-formations Pattern Challenge outlined by Stalybridge Music Academy. What are the pedagogical benefits of such a structured approach to learning musical patterns?
Based on the text, describe the relationship between musical patterns and the emotional impact of music. How do composers utilize these patterns to evoke specific feelings in listeners?
Imagine you are a music teacher. How would you incorporate the concept of musical patterns, as described in this text, into your teaching methods for beginner instrumental students? Provide specific examples.