Transcript Composing - Boardworks

Composing: Revision Unit
♫Composing ♫
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For more detailed instructions, see the Getting Started presentation
Flash activity. These activities are not editable.
Composing
activity
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Listening
activity
Teacher’s notes included in the Notes Page
Performing
activity
Sound
Accompanying
worksheet
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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
some suggested combinations of
instruments or sounds you could use.
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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 computer
score or
screen dump
a graphic score
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 developed
the work in line
with the brief
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any changes you
made as you were
working, and why
you made them.
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