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ge•stalt n. (gĕ-shtält’) a perceptual pattern or structure possessing qualities as a whole that cannot be described merely as a sum of its parts.
On the table of melodic figures, the Bounce appears as a 3-note figure; but in “Danny Boy” it has four notes. In all 3 note figures except the 3 Note Scale and the Auxiliary, the figure’s first three notes form its torso, to which we may add 4th note.
Part II of the eBook gives instructions for setting up a framework for counterpoint, then shows how to embellish that framework to create interesting textures, harmonic tension and release, nuanced cadences, and imitative counterpoint. So why is a workbook necessary?
So glad you asked!
The workbook breaks things down even further than the eBook, starting with basic drills before jumping into broader applications. In addition, the exercises will challenge you to use each skill in a variety of ways—ways you probably wouldn’t think up on your own.
126 exercises; 6 analysis projects; 7 composition projects; scores for 8 inventions and 5 fugues; 185 pages
It’s easy to read the eBooks and feel that you understand everything. Maybe so, but probably not. As wise old Benjamin Franklin once said, “Tell me, and I forget. Show me, and I remember. Involve me, and I learn.”
That’s why I urge you to pick up the workbook! It’s full of exercises, analyses, and projects that will make you try out the skills and apply the concepts. It’s the best way to get involved.
I designed everything in the workbook to make you master mechanics and stretch your imagination. An answer key in the back of the workbook lets you know right away whether you’re on the right track. Besides solutions, there is commentary that explains any “tricky” spots in the exercises.
105 exercises; 8 analysis projects; 8 composition projects; 131 pages
This volume draws on your expertise in solo melody to help you compose professional-sounding counterpoint (two melodies played at the same time) – an essential skill for any composer.
Six chapters cover “counterpoint basic training,” but in a new way. Traditional methods for writing counterpoint are based on intervals. But tonal counterpoint is not based on intervals, it’s based on harmony. Figuring Out Melody is the first method to show how to use chord tones to write counterpoint.
The rest of the book breaks down several of the most sophisticated compositional forms into step-by-step instructions.
In the end, your counterpoint skills will transform all the music you compose: piano music, chamber music, choral music, pop songs, art songs, film scores, EDM, video gaming, and sound design!
This volume covers the basic principles of melodic figuration in a straightforward, practical way.
In Chapter One, you’ll learn a simple way to sketch and revise a melody. You’ll never be stuck for a melodic idea again. You’ll learn how to control melody’s harmonic and metric properties. You’ll learn formulas for making melody sound predictable (straightforward) and indirect. And you’ll discover strategies for balancing the two.
And that’s just in the first three chapters! (12 more to go in this volume)
You’ll also learn how to use “tendency tones” to add expression to your melodies; how to make one melody sound like two people are playing; the trick to working with arpeggio figures; dozens of ways to vary and develop your tunes; a new, foolproof way to modulate, and more!
[1] The straight line. There are three ways that a melody can move in one direction.

[2] The wavy line. A wavy line changes direction several times within a tight registral space. In each of the examples above, the span from the highest to the lowest notes is a 4th.

[3] Big swoops. By “swoop,” I mean a large up and down motion.

[4] Little loops. A melody makes little loops when it reuses a few adjacent notes in close succession

[5] Holding still. Many lines that hold still contrast a sustained tone with some sort of motion before or after.

[6] On and off. Once you get the hang of “perforating” a melody, you’ll won’t believe how many melodies use this technique.

[7] Traveling patterns. A more common name for “traveling patterns” is a “sequence,” though many sequences are made of longer patterns (over 3 notes).

[8] Floor to ceiling. The gap between the high and low registers can be smaller or larger than the octave gap shown here.






Notice that there are three 3-Note Scale figures (3NS) in this excerpt (four, if we include the “torso”—the first three notes—of the Return figure). They each have a different rhythm. This emphasizes the idea that the same figure can produce unlimited gestures, depending on the rhythmic values, number of repeated notes, metric placement, etc.




the 24 Universal Melodic Figures
(the building blocks of melody)
The table is interactive! Click on a figure to see and hear examples.
[drawattention ID=10807]Each of the 24 Universal Melodic Figures can appear in many different versions. For example, here are just a few ways we might encounter the 3-Note Scale.

To keep the table simple, the figures are written as prototypes—something much like the root position of a triad. Each figure on the table starts on the root of C major harmony, without rhythmic variation or repeated notes, with small rather than large leaps, and in ascending order (with one exception).
If this rhythm template looks familiar, it’s because you already used it for exercise #2. With new instructions, you’ll produce a new melody—or at least a significant variation.
Engineer a hard connection between bars 3 & 4 or bars 4 & 5. Remember, to make a hard (expressive) connection, leap “away” from the 3-Note Scale. If your 3-Note Scale goes up, leap down. If your 3-Note Scale goes down, leap up.
If you’re feeling ambitious, write a second version that makes hard connections between bars 3 & 4 AND bars 4 & 5.
Key: F Major. The first notes already establish the key so you are free to begin bar 3 as you wish
You have three 3-Note Scales to work with for each phrase. Arrange at least two of those 3-Note Scales to stretch out into a scale. Depending on how you connect to the other figure, your scale might be six, seven, or nine notes long.
Key: C major. Start with a 3-Note Scale that uses C-D-E or E-F-G (ascending or descending).
There are two phrases in this exercise. Both open in the same way. You’ll run three 3-note scales in an overlapping sequence. That means that the middle note of each 3-Note Scale becomes the first note of the following 3-Note Scale. Use the examples in the lesson as a model if you have trouble.
Notice the two single pickup notes. (One is a pickup to bar 3; the other to bar 7.) You can match the upcoming note, repeat the previous note, choose some new note, whatever. Experiment! And look for more lessons on pickup notes from FOM.
Just to be clear, in bar 3, you need to spread a 3-note scale across a 4-note rhythm. (You did something similar in exercise #1.) Make sure to try several options before locking into one.
Key: D minor. Start with a 3-Note Scale that uses D-E-F or F-G-A (ascending or descending).
Each phrase already starts with a 3-Note Scale. To create a “treadmill” effect, repeat the first 3-Note Scale several times in a row. How many times? That’s up to YOU! There are several great solutions. After you stop repeating the initial figure, find a compelling way to finish each phrase.
Key: C major
Choose one 3-Note Scale to use for bars 3-4. If your 3-Note Scale ascends in bar 3, make those same three notes descend in bar 4 (or vice-versa). You’ve made an “up & down 3-Note Scale pair.”
Now that you’ve established some “registral boundaries,” it’s time to break them!
At bar 5, start the 3-Note Scale on a note that was not one of the boundary notes in bars 3-4. (It can be a new note—a note that isn’t part of the up & down pair of 3-Note Scales. Or you can start on the middle note of your up & down pair of 3-Note Scales.)
The second phrase (starting in bar 9) works the same way as the first. It’s common for a second phrase to repeat all or most of the first. If you’d rather try something different, variations might include transposing the second phrase (most commonly up or down a step) or writing a new gesture for part or all of the second phrase.
Key: F Major. The first notes already establish the key so you are free to begin bar 3 as you wish.
Each exercise has “ghost notes” that indicate the rhythm for the 3-Note Scales you’ll compose. For example, this:

becomes this:

Begin each exercise with a 3-Note Scale that spans the Root & 3rd or the 3rd & 5th of the home chord of the key. After the first figure, feel free to start your 3-Note Scale on any note you wish. Use your ear. If a 3-Note Scale sounds harsh or wonky, replace it with one that sounds better. Precise (intentional) harmonic treatment is not necessary to make these exercises sound great.
Your 3-Note Scales can ascend or descend.
You can connect to the next 3-Note Scale by step or leap (though some exercises request a specific connection).
Keep working on each exercise until it sounds good enough to play for a fellow musician.
EXERCISES FOR #1: TIME-WARP
In the first melody you write, most of the rhythms have three notes, so you can just plug in a 3-Note Scale, and you’re good to go. But notice the two 7-note rhythms. You’ll have to repeat some notes within the 3-Note Scale. But which ones? Here are just a few common ways to spread a 3-Note Scale over this rhythm.

Key: G major. Start with a 3-Note Scale that uses G-A-B or B-C-D (ascending or descending).

Variation: Put the 3-note rhythms in the upper register and the 7-note rhythms in the lower register. Or vice-versa.
Now for this second melody, you have fewer 3-Note Scales to write. So why not compose at least three different solutions? Using a different strategy each time will make each one unique. Strategy? The variation for the previous exercise gives an excellent example of a strategy.
Key: D major. Start with a 3-Note Scale that uses D-E-F# or F#-G-A (ascending or descending).

Each exercise has “ghost notes” that indicate the rhythm for the 3-Note Scales you’ll compose. For example, this:

becomes this:
Begin each exercise with a 3-Note Scale that spans the Root & 3rd or the 3rd & 5th of the home chord of the key. After the first figure, feel free to start your 3-Note Scale on any note you wish. Use your ear. If a 3-Note Scale sounds harsh or wonky, replace it with one that sounds better. Precise (intentional) harmonic treatment is not necessary to make these exercises sound great.
Your 3-Note Scales can ascend or descend.
You can connect to the next 3-Note Scale by step or leap (though some exercises request a specific connection).
Keep working on each exercise until it sounds good enough to play for a fellow musician.
For a printable pdf of all the exercises click here.
For image files (for use on a tablet) click here.
For MIDI files (for use in a DAW or notation program) click here.
Here are three factors that combine to make the music reinforce the meaning of the words in the bridge of “Hard Days Night.”
1) Routine. Both 4-bar phrases use the same pair of 3-Note Scales (G-F#-E; E-F#-G) to set up the final note. The first time through, the phrase ends on F#, the inner note the 3-Note Scale. The F# feels comfortable and secure. But then the second phrase breaks this routine by landing on a foreign note.
2) Register. The note A is the highest in the melody, which as a general rule, flags it as a goal. But it feels it feels audaciously high here because it breaks the boundary set TWICE by G: once as the “ceiling” of the opening gesture of the phrase, and again as the top note in the up & down pair of 3-Note Scales.
3) Rhythm. Hear the overt delay before the word “tight.”
I wouldn’t be a genuine Beatles nerd if I didn’t pull up the song “Piggies” at this point. The main figure in “Piggies” is not the 3-Note Scale, but the Roll. The Roll is a 4-note figure built on 3-Note Scale chassis. The 4th note returns to (or restates) the first note.

“Piggies,” by George Harrison
To me, moving (transposing) each Roll figure down a step doesn’t create the same “confined space” effect that the up & down 3-Note Scale pairs do. I can’t yet put my finger on exactly why. How about you? What do you think?
The purpose of this variation exercise is to give you a sense for “playing around” with 3-Note Scales, not to produce a masterpiece. “Playing” with melodic building blocks is an essential part of composing. If you’re not happy with many of the melodies you write, could it be because you haven’t yet learned to play? (I don’t mean to sound insulting, but what if I’m right? Let’s see how you feel at the end of the lesson?)
Keep the rhythm of the Beatles’ original song. Use nothing but 3-note scales to write two more variations, much the same as I did in the lesson.

[your first version]

[your second version]

My study of melodic figuration began over 30 years ago. Part of this involved finding, naming, and cataloging figures. As one might expect, that early work would likely need some revision at some point. Surprisingly, all of the categories and names I assigned figures in the eBook still apply, with some slight modifications.
1. My earliest estimate held at 21 figures until just recently. After more extensive archeology during the past two years, that number now stands at 24. The new total is the result of both additions and consolidations.
2. Arpeggio figures now have names.
3. The Similar Leap and Contrary Leap scale figures have been consolidated into one parent figure: the Leaping Scale. However, you will do well to use the original names alongside the parent name.
4. Similarly, the Quasi-dot and Back-kick auxiliary figures have been consolidated into one parent figure: the Leaping Auxiliary.
5. This last point doesn’t manifest in the Table of 24 Common Melodic Figures, but you will notice “unusual metric placements” as you peruse the examples. What do I mean by “unusual metric placements?” In the Figuring Out Melody eBook, all figures begin on a beat. The eBook deals primarily with instrumental music. While finding ways to apply my figuration techniques to vocal music, it became clear that all 24 figures sometimes begin before, on, or after a beat. The simplest way to explain how and why this is so is that lyrics form phrases that coincide with a figure shape.
If you are unclear about what a melodic figure is, I introduce them in other videos and blogs. In particular, you may wish to begin with these:
People who can write great melodies possess an intuitive sense for melodic figures, the basic vocabulary of melody. They’re like master improvisers who seem to create endless, effortless streams of new ideas. (I checked, and it’s ok to secretly hate such people.) Here’s a little secret. The improviser’s endless, effortless streams of new ideas are hardly new! Master improvisers draw from pre-existing patterns and reassemble them. So do master songwriters and symphonic composers.
And remember, an unconscious choice is still a choice.
Now, if you cannot currently compose as well as you want to, I can tell you precisely what your #1 problem is. You’re not tapping into your underlying knowledge of the melodic vocabulary. Rather than working with the 24 common figures that everyone else uses, you construct each melody from scratch, writing one or two notes at a time. Not only is this a big waste of time and energy, but the melodic material you create in this way also doesn’t sound “musical.” (And that’s why you don’t like some of your original music.)
Now the good news. Learning the 24 common melodic figure patterns will uncover what lies buried way back in the recesses of your musical subconscious and bring it forward where you can use it. You’ll be able to use figures deliberately, which is fantastic when you get stuck or want to fix a humdrum melody. But even more importantly, it won’t take long for the figure patterns to become automatic responses – unconscious choices. In other words, you’ll work more like a master composer. You’ll rely on a richly-trained intuition most of the time, and shift into a more conscious mode as needed.

We offer:
The Director of Figuring Out Melody is Professor David Fuentes. Dr. Fuentes brings over 30 years of teaching experience from institutions that include Berklee College of Music, the University of Iowa, Brandeis University, and Calvin University.
Fuentes left academia to devote full time to composing and taking Figuring Out Melody as far as possible. He composes music for the classical concert stage, theater and musical theater, television, art installations, popular music genres, and the church. A published author and speaker, Fuentes has written and spoken on film music, songwriting, musical theater, vocation and the arts, and the place of music in human flourishing.
You can find samples of his music and writing on his personal website: davidfuentesmusic.com, which also provides a longer bio.
Here is where we’re headed.
