musi omposition workook

MUSIC COMPOSITION WORKBOOK

Learner Name:

Student Number:

Date Received:

PROJECT 1: COMPOSITIONAL COLLABORATION

To introduce you to the professional world of a composer, one of the

many ways composers work is by writing for other artists/bands in a col-

laboration which sees a process move from initial sketches, to full scores

and MP3s, and then sees further development as the artist/band com-

municates how the music could be improved to support their perfor-

mance style and preferences. This first project then will see you inde-

pendently responsible for contacting and collaborating with an artist/band

and providing one to three compositions (dependent on pathway chosen)

that fits within their style, and develop through close collaboration to fur-

ther support their performance needs for an upcoming gig. You will also

have another role, in researching, and then delivering a lecture to the

class to help all the performance learners preparation for their forthcom-

ing audition in terms of their understanding of basic music theory. The

project will be completed by a one to one discussion where you analyse

the effectiveness of your compositions and the collaborative process.

PROJECT 1—COLLABORATION IMPORTANT DATES

PROJECT INTRODUCTION MONDAY 9TH SEPTEMBER

TASK A – REVIEW / HAND IN 20/09/2019

TASK B —REVIEW / HAND IN 27/09/2019

TASK C—REVIEW / HAND IN 11/10/2019

TASK D—REVIEW / TAKE PART 18/10/2019

COMPLETION DEADLINE FRIDAY 18TH OCTOBER 2019

MARKING/FEEDBACK/

RESUBMISSION DATE

W/c 21st October 2020

PROJECT 1—RESEARCH AND SUBMIT

Amateur Pathway:

In this pathway you will begin by embarking on research which is de-

signed to enhance the learning of your peers in the performance path-

way. You should research basic music theory, and identify resources to

use in a lecture to be given using your resources.

TASK A— Research - Submit

Research the basics of music theory and song composition tech-

niques including:

i. scale-led chord theory using Roman numerals;

ii. the cycle of fifths;

iii. repetition, tension and release and song structure and

iv identify online resources using video/audio examples from popular

music to support your theories on song composition and create and

develop your own resources using Sibelius software to demonstrate

basic music theory resulting in a basic composition to support your

theories.

You should create a practice diary where you build elements of your les-

son to demonstrate commitment and professionalism leading to a confi-

dent delivery in front of the class.

You will submit your proposed presentation to the tutor for review be-

fore delivering to the class the following week.

PROJECT 1—PRESENT & COLLABORATE

TASK B— Present & Collaborate

Research basic music theory, present it to your peers and

then begin the collaborative process of composition.

i. present a presentation to class to further their and your learning in

basic music theory using your resources which support the per-

formers tak-ing part in the audition by improving their skills set to

help with their performance brief;

ii. identify the artist/band, analyse their requirements and describe a

range of appropriate measures (range, tempo, expression, stamina

etc.) and environ-ments (where the songs are to be performed such

as studio, ven-ues, video etc.) to ensure the health of the performer

and the safe-ty of the production.

iii. Collaborate with an artist/band and establish their requirements as

a composer/producer in providing them one original composition.

TASK C— Compose and Collaborate

Create one composition which is designed to support an artist or

band brief in their bespoke style between three and four minutes in

length to be given to them to perform at their next performance.

The musical score for each instrument and MP3s of individual parts

and the overall song to be submitted to the band/artist to help

communicate the compositions. A mid-term review should be insti-

gated by the learner with the artist/band to establish progress with

the compositions, and what solutions are needed from the artist/

band to allow a more confident performance of the music from the

artist/band.

PROJECT 1—REVIEW

TASK D— The Review

To conclude the project, a one to one review (videoed) will

analyse the effectiveness of the solutions applied following

the mid-term review, followed by a personal analysis of the

how the compositions worked and areas for development

and future study.

Amateur Pathway check list:

TASK A

Researched and submitted theory and resources

TASK B

Presented and collaborated

TASK C

Composed and reviewed mid-project

Task D

Final review has taken place

PROJECT 1—RESEARCH AND PRESENT

Professional Pathway:

In this pathway you will begin by embarking on research which is de-

signed to enhance the learning of your peers in the performance path-

way. You should research appropriate music theory, and identify re-

sources to use in a lecture to be given using your resources.

TASK A— Research - Submit

Research the appropriate music theory and song composition tech-

niques including:

i. scale-led chord theory using Roman numerals and how these can

be extended;

ii. the cycle of fourths and fifths;

iii. repetition, tension and release and song structure and;

iv identify effective online resources using video/audio examples from

popular music to support your theories on song composition and

create and develop your own resources using Sibelius software to

demonstrate appropriate music theory resulting in an indicative

composition to fully support your theories.

You should create a practice diary where you build elements of your les-

son to demonstrate commitment and professionalism leading to a confi-

dent delivery in front of the class.

You will submit your proposed presentation to the tutor for review be-

fore delivering to the class the following week.

PROJECT 1—PRESENT & COLLABORATE

TASK B— Present & Collaborate

Collaborate with a working artist/band and establish their require-

ments as a composer/producer in providing them two or three orig-

inal compositions, and then:

i. present a presentation to class to further their learning in appropri-

ate music theory using your resources which support the perform-

ers taking part in the audition by improving their skills set to help

with their performance brief;

II. identify the artist/band, and describe a range of appropriate

measures (range, tempo, expression, stamina etc.) and environ -

ments (where the songs are to be performed such as studio, ven-

ues, video etc.) to ensure the health of the performer and the safe-

ty of the production.

TASK C— Compose and Collaborate

Create two or three composition which are designed to support a

working artist or band brief in their bespoke style between three

and four minutes in length each to be given prior to a forthcoming

performance. The musical score for each instrument and MP3s of

individual parts and the overall song should be provided to the

artist/band in communicating the songs.

A mid-project review should be instigated by the learner with the

artist/band to establish progress with the compositions, and what

solutions are needed from the artist/band to allow a more confi-

dent performance of the music from the artist/band.

PROJECT 1—REVIEW

TASK D— The Review

To conclude the project, a one to one review (videoed) will

analyse the effectiveness of the solutions applied following

the mid-term review, followed by a personal analysis of the

how the compositions worked and areas for development.

Professional Pathway check list:

TASK A

Researched and submitted theory and resources

TASK B

Presented and collaborated

TASK C

Composed and reviewed mid-project

Task D

Final review has taken place

PROJECT 2:

Composition Collaboration Leading to an EP

You are now given the opportunity to develop your relationship with the

artist/band from the last project, or establish a new collaborative relation-

ship with an artist/band, with the idea now to compose five or six songs

through discussion and collaboration to be used in the EP. You will follow

this process through until the release of the EP, and several reviews will

document your journey. You will also embark on more comprehensive re-

search into more advanced harmony, and share this with your peers. The

essence here is on the word collaboration. This will be a real project,

which will be released, with real outcomes for all concerned. It will com-

plete with a final review where you can evaluate progress, success, and

the effectiveness of the solutions you provided through the collaborative

process. There is the option at the end to play an integral part in the mix-

ing, mastering and release of the product as a producer if you take the

professional pathway..

Composition Leading to a Product

IMPORTANT DATES

PROJECT INTRODUCTION W/c 4th November 2020


TASK B —REVIEW / HAND IN 28/02/2020


TASK D—REVIEW / SUBMIT 28/02/2020 (Optional)

COMPLETION DEADLINE FRIDAY 14th February 2020

MARKING/FEEDBACK/

RESUBMISSION DATE

W/c 24th February 2020

PROJECT 2—RESEARCH & COLLABORATE

TASK A— Research - Present

Research more advanced music theory-led composition techniques and

present to the group including:

i. use of pre-choruses, bridges, continuity breaks etc.

ii. ternary form (three part song composition)

iii. 12 bar blues and 32 bar chord structures;

iv. the use of modes in composition

v. Advanced use of tension and release giving video/audio examples

vi. the use of extended chords and substitute chords such as dimin-

ished, half diminished, tritone, sustained chords, secondary domi-

nants and altered chords etc.

This evidence will be provided by you presenting your findings in a

presentation to the class

TASK B— Collaborate and Compose

Collaborate with a working artist/band and identify their needs for

a five or six song EP to be released which will appeal to a number of

audiences. Plan between five and six songs which belong to a rec-

ognised style which will provide the material for an EP. To com-

municate your ideas, you will use Sibelius manuscript scores, MP3s,

SoundCloud content and/or DAW files. There should be several re-

view meetings which should be documented in a way which critical-

ly evaluates the effectiveness of the collaboration and the design

production brief, and the roles within that collaboration.

PROJECT 2—REVIEW AND PRODUCE

TASK C— Review and Production

Take part in an end of project review which places the resulting EP

within a professional context of other music production techniques

used by composers and artists to help evaluate the effectiveness of

your role, and others in the collaborative project. You should take

this time to:

i. analyse solutions that you provided in the collaboration which were

successful, or not as successful as you had hoped.

Ii. identify any further developments and learning required to im

prove your effectiveness as a composer for artists/bands.

This evidence will be provided by a videoed discussion with the tutor.

TASK D— (Optional) - Professional Pathway—Production

Arrange via your own means or through a collaboration in the col-

lege a further activity which results in the recording/mixing/

mastering and release the EP through iTunes and Spotify etc. and is

submitted to BBC Introducing for broadcast.

This evidence will be provided by a production video diary provided by

you the composer and producer.

Composition Leading to a Product

Check list:

TASK A

Research and presenting information completed

TASK B

Collaborate and composition completed (5-6 songs)

TASK C

Reviews and final review complete

Task D (optional)

Mixed, mastered and produced EP video diary done

PROJECT 3: Multi-media Composition

Having comprehensively explored the requirements and experienced writing

for artist(s)/band(s) in two collaborative projects, to conclude the year, we now

embark on another crucial area in professional composition which is compos-

ing for media. You will research contrasting examples of multi-media composi-

tions to inform your strategies for writing three musical soundscapes which

ideally support the media. The whole process will be documented by composi-

tional practice diary, which establishes your increasing understanding, and

honing your skills for writing in the very exciting field of media composition.

This will eventually conclude with your presentation to class of your multi-

media compositions in a showreel presentation and take part in a group discus-

sion as your peers offer you constructive criticism and you come to a conclu-

sion with your peers regarding what specialism pathway you will take next

year.

PROJECT 3: Multi-media Composition

IMPORTANT DATES

PROJECT INTRODUCTION W/c 2nd March 2020


TASK B —REVIEW 24/04/2020


TASK D—REVIEW / PRESENT 19/06/2020

COMPLETION DEADLINE 19th June 2020

MARKING/FEEDBACK/

RESUBMISSION DATE

W/c 22nd June 2020

PROJECT 3—RESEARCH AND PRESENT

TASK A— Research - Present

Take part in a research project where individually you will begin to

research in the composition processes required to produce:

i. computer or app game;

ii. a clip from a major motion picture and;

iii. A documentary to provide five minute soundscapes for each. Estab-

lishing production and compositional techniques through testing el-

ements of this such as:

1. hit-points throughout;

2. areas where dialogue/music balance is crucial and;

3. what style and instrumentation is required to best support the me-

dia.

In your research you should identify other examples through video/

audio evidence of live performances; as well as including critical per-

spectives of other composers which helped justify your decisions in

terms of what style of music you will be providing, production qualities

and what instrumentation etc. This will be reviewed at a half-way point

with the tutor to establish progress and areas for development.

This evidence will be provided by you presenting your findings in a

presentation to the class.

PROJECT 3—Practice - Composing

TASK B— Composing Practice and Development

You will begin a collaborative process with at least one collaborator

where you compose a composition for a computer or app game, a

clip from a major motion picture and documentary to provide five

minute soundscapes for each. Establishing production and composi-

tional techniques through testing elements of this such as;

i. hit-points throughout;

ii. areas where dialogue/music balance is crucial and;

iii. what style and instrumentation is required to best support the me-

dia.

The project should begin with a videoed discussion within the collabora-

tive group identifying roles, and the reason for this. Half way through he

project, there should be a further review of progress, with any amend-

ments to working practice being documented.

In your further research to support this project you should identify other

examples through video/audio evidence and critical perspectives of other

composers which helped justify your proposals to the collaborative group

in terms of what style of music you will be suggesting and what instru-

mentation etc., which also helped to improve your own practice as a

composer. This will be reviewed at the half-way point meeting where are-

as for progress and for development can be identified.

PROJECT 3—SHOWREEL PRESENTATION

TASK C— Presentation and Review

Once your compositions are completed, you and your group will

then present your final media showreel to the class, and review in

group discussion with the class, successes and areas for develop-

ment. Each learner to critically evaluate the overall collaborative

performance against the initial requirements and roles set out in

the first meeting.

The quality of the research and technique practice/testing plus the suit-

ability and synchronous flow of the music in supporting the media will

influence the grade, as well as the distance travelled not only in this

project, but since the first project in term one. The addition of the actu-

al media to produce a professional product will greatly enhance your

presentation and take you towards a professional pathway.

Check List

TASK A

Researched and presented

TASK B

Collaborated, and reviewed

TASK C

Development diary submitted

PROJECT 3—Completed

This concludes the first year’s projects, with your second year focussing

more on your specialism, and your entrepreneurial journey.

Please sign and date below to indicate that all your submissions are

your own work and that you have completed all requirements of the

first year.

Student Name:

Student Number:

Date Completed:

musi omposition workook

Documents