@lgrohn said:
Let me put down some provocative theses:
1) There is nothing that could called "music theory". What is called "music theory" is just a set of conventions and rules. So Music theory" in not a THEORY. It is just a useful set of rules. And there are hundreds of sets of rules in different cultures. The word has historical background. The was "practice" and "theory" (rules). The word "theory" is used in the sense that a man on the street used that word. In sciences that word has another meaning.
2) There is nothing that could called "music analysis". What is called "music analysis" is just analysis of the score but not analysis of experience. The latter chould be called as "music analysis". If one can detect the tonal mode or find Schenker level based on the score etc. that doesn't not have much to do with listeners's experience.
Lauri Gröhn
metacomposer
http://www.synestesia.com">http://www.synestesia.com
(1) I think it's important to realize that music theory doesn't seek to impose rules upon music, but rather try to explain the rules that composers do follow. Obviously, it is not a science, but most of what can be learned from it holds true in the music of the baroque and classical masters like Bach and Mozart. For example, Music theory (or music as theory states) is built around dissonances and thier resolution. It is the fundamental rule. And I, as many others I suspect, believe that for whatever reason, we want these resolutions. Therefore with music theory, one can learn how to make his audience want to hear something and either provide it to them or deny it, thus controlling how the listener feels.
(2) I think that music analysis is less analysis of what we experience than it is analysis of why we experience what we do. For example, in the final movement of Tchaikovsky's Pathetique symphony, the listener likely hears the music as unsettling, longing, depressing, etc. Music analysis shows the this is due, in part, to long sharp dissonances with few and very short resolutions. Surely, one would not experience or be moved the music if he or she were to simply analyze the piece without ever hearing it. However, analysis could be used as a tool to teach young composers how Tchaikovsky was able to get his point across so that these students may learn to be able to do the same.