Strategy Planning Table ROBBINS

Instructional Think Aloud: Ask students to explain what they think the numbers in figured bass
Strategy notation represent. (E.g., the 6 3 symbol denotes a triad in first inversion, but what
exactly do the numbers 6 and 3 refer to?) Ask students to explain the symbols for all
inversions of triads and seventh chords this way, and then use their explanations to
develop strategies for memorizing these symbols.

3.3
Topic Number

Topic Title Chord Inversions and Figures: Introduction to Figured Bass

Triads and Seventh Chords

Big Idea:
Harmony—Groupings of pitches that are successively and/or simultaneously
produced- form perceivable units known as chords. Chords relate to each other
Enduring within an established musical style through the context of harmony.
Understanding
UBD (EU):
Components I. Identify chords using letters and Roman/Arabic numerals that indicate specific
scale
Learning
degree of the root, quality, and bass note in—
Objective (LO): a. performed music
b. notated music

II. Use Roman numerals to indicate the harmonic progression implied by a figured
bass.

The pitches of a chord may be arranged in various ways, with special attention paid to the chord member
that appears in the bass (i.e., lowest part of the chord). When the chordal root appears in the bass, the
Essential chord is said to be in root position. When chord members other than the root appear in the bass, chord
inversions result.
Knowledge (EK):
First inversion and second inversion occur when the chordal third and fifth, respectively, appear in the
bass. Specific chord inversions are labeled using a system of Arabic numerals that denote intervals to be
rendered above given bass notes, a convention based on an 18th-century system of musical shorthand
known as figured bass. With pitch content clearly defined, these Arabic numerals may be used to imply
specific chords and their inversions.

An alternate system for labeling chords identifies a triad’s root by capital letter-name (e.g., C) and its
quality by abbreviation (e.g., “m” for minor); a C-minor triad may be labeled “Cm.” Chord labels such as
these are used prominently in lead sheets, where they appear above the notated melody and indicate
specific chord progressions.

The Arabic numerals, or figures, that appear in a figured bass denote pitches at specific intervals above
each given bass note. (Octave equivalents of those pitches are also acceptable.) Since the resultant pitches
are to be used in writing each corresponding chord, these Arabic numerals imply harmonies to
which Roman numerals may be applied.

In figured bass notation, a figure with a slash or plus sign indicates the pitch denoted by that figure is to be
raised a half step. An accidental appearing alone (i.e., without an Arabic numeral) indicates that the pitch
lying a third above the bass should be inflected as shown (e.g., “♯” appearing under a given bass pitch of A
denotes the pitch C♯.

SUGGESTED SKILLS
Skill(s) Analyze Performed Music
1.C Use symbols and terms to describe melodic, harmonic, and rhythmic relationships in performed music.
(This skill is applied in describing these elements in a full musical context.)

Analyze Notated Music

2.C Use symbols and terms to describe melodic, harmonic, and rhythmic relationships in notated music. (This
skill is applied in describing these elements in a full musical context.)
 Convert Between Performed and Notated Music
3.C Identify the harmonic function of chords in a performed harmonic progression by providing an analysis
using Roman and Arabic numerals.

Complete Based on Cues

4.B Complete a four-part harmonic progression by realizing a figured bass line and providing a Roman
numeral analysis of the completed progression.
4.C Complete a four-part harmonic progression based on the Roman numeral analysis provided.

white board, individual white boards and markers

Materials
1 - 45 minute class period
Time Allotted
Before this: Ss have practiced reading, writing, listening to and singing chords in root,
first inversion, second inversion

Teacher writes a chord in root position on board. Ss. sing the broken chord using
solfege. Teacher asks:
What is the interval from do - mi? Ss: 3rd Teacher writes “3” under chord (in figured
bass style)
What is the interval from do - so? Ss: 5th Teacher writes “5” under chord

Teacher writes/invites student to write the same chord in 1st inversion on board. Ss sing
the chord. Teacher asks
What is the interval from mi - so? Ss: 3rd Teacher writes “3” under chord
Lesson Outline What is the interval from mi - do? Ss: 5th Teacher writes “6” under chord

Teacher writes/invites student to write the same chord in 2nd inversion on board. Ss sing
the chord. Teacher asks
What is the interval from so - do? Ss: 4th Teacher writes “4” under chord
What is the interval from so - mi? Ss: 6th Teacher writes “6” under chord

Repeat above procedure with 7th chord:

RP
What is the interval from do - mi? Ss: 3rd Teacher writes “3” under chord
What is the interval from do - so? Ss: 5th Teacher writes “5” under chord
What is the interval from do - ti? Ss: 5th Teacher writes “7” under chord

1st Inversion
What is the interval from mi - so? Ss: 3rd Teacher writes “3” under chord
What is the interval from mi - ti? Ss: 5th Teacher writes “5” under chord
What is the interval from mi - do? Ss: 5th Teacher writes “6” under chord

2nd Inversion
What is the interval from so - ti? Ss: 3rd Teacher writes “3” under chord
What is the interval from so - do? Ss: 5th Teacher writes “4” under chord
What is the interval from so - mi? Ss: 5th Teacher writes “6” under chord

3rd Inversion
What is the interval from ti - do? Ss: 3rd Teacher writes “2” under chord
What is the interval from ti - mi? Ss: 5th Teacher writes “4” under chord
What is the interval from ti - so? Ss: 5th Teacher writes “6” under chord
 Explain there is an abbreviated version of these numbers as per the common practice of
the Baroque era. The order of which can be recalled as a “BPS (Bass Position Symbols)
Hotline” 664-764-4342.

Teacher draws ♭ sign next to the 6 under the triad in 2nd inversion and asks students
How does this flat sign change “mi” in this chord? Teacher writes the flat next to the
note on the staff. Repeat for ♯ sign.

Independent Practice:
Write the figured bass from hymn score. Ex. Rhosymedre in Terry’s workbook

Other resources
https://youtu.be/JfD0nHrJDC0
https://www.youtube.com/watch?v=Z_Lq9l1xDRk
https://sites.google.com/view/musicalharmonysite/part-ii-musical-harmony-theory-and-analysis/annotating-m
usical-harmony/figured-bass
Reverse Engineer: https://www.youtube.com/watch?v=yQ_8q9gRshs