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Composing: Revision Unit

♫Composing ♫

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Icons key: For more detailed instructions, see the Getting Started presentation

Flash activity. These activities are not editable. Teacher’s notes included in the Notes Page

Accompanying worksheet

Listening activity

SoundComposing activity

Performing activity

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Composing

Composing is an important part of the coursework that you will need to hand in. Depending on the exam you are taking, you will need to compose one or two pieces of music.

Your compositions will need to be linked to the areas of study that you have covered. They will be marked by your teacher, and then sent to an examiner to be checked.

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The composition brief

A composition brief is a short description of what your composition should be like and what it is for. It will give you a starting point for your work.

The brief will tell you:

the type of piece you should write

the techniques and styles you should use

the purpose of the piece

instruments or sounds you could use.some suggested combinations of

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Think about your resources

You may be told in the brief which instruments to use, or you may be given a choice.

Remember to find out about the instruments you are writing for and consider how they could be used.

Think about the ranges and limitations of the instruments you are writing for.

If you are composing a piece for people in your class, talk to them about their capabilities and level of skill.

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Developing an initial idea

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Think about style

Your compositions may be linked to one of your areas of study.

Listen to a range of music in the style you are being asked to work with, and consider how composers have created the elements of the style. Think about:

structure and harmony

melody and harmony

instruments and other resources used

mood.

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Think about structure

The way you organize and structure your composition is vital to its success.

Whether they have verses and a chorus or use sonata form, most musical pieces include a certain amount of repetition and contrast. A piece will repeat a musical idea a number of times but will also feature a different musical idea for a contrast.

♫ Create a plan for your piece that includes some ♫sections or phrases that are repeated, as well as

some contrasting sections or phrases.

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Creating contrast

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Getting it all down

You will need to hand in a written version of your composition.This could be in the form of:

a standard score a graphic score

a computer score or screen dump

a description of your piece in words or diagrams.

Make sure you include as much detail possible. Remember to use dynamics and expression marks.

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Recording your compositions

You will also need to make a recording of your composition. Although you are not being marked on the quality of the recording or the playing, a clean, well-produced recording will make a good impression!

If you are using real musicians as opposed to producing a sequenced performance, you will need to allow time for them to practise and rehearse.

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Writing about your compositions

You will need to write about your compositions and how they meet the requirements of the brief. It will help to keep a log of your ideas and ways of working. As you work, keep a record of:

your initial ideas

how you developedthe work in linewith the brief

any changes youmade as you wereworking, and whyyou made them.