1 / 13

Year 11 composing

Year 11 composing. Understanding the brief. Objective – To gain an understanding of how to get 5 marks for the “Understanding the Brief” form. Outcome – All pupils will give feedback on a model example. They will have a set of notes to then use for their own forms.

tyrone
Download Presentation

Year 11 composing

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Year 11 composing Understanding the brief

  2. Objective – To gain an understanding of how to get 5 marks for the “Understanding the Brief” form. • Outcome – All pupils will give feedback on a model example. They will have a set of notes to then use for their own forms.

  3. You can get a maximum of 5 marks for filling in the Understanding the Brief form that accompanies each of your compositions. • This is the mark scheme…..

  4. Detailed description on your piece. • Describe the process you went through to complete your piece – In the first paragraph, write a few sentences that take the examiner through your piece step by step. What did you write first? What did you add next? How did you work out whether what you had written sounded okay?

  5. Perceptive evaluation. • Explain any alterations you made during the composition process – In the second paragraph you need to show that you evaluated your piece as you went along. When you listened back to it what did you change and why? What effect did your changes have?

  6. Place it in context. • How does your piece meet the brief – In the final paragraph, you have to show that your piece matches the task perfectly. Justify all the decisions you made against what the brief says include instrument choices, tempo, dynamics, key, beats in the bar and anything else you think is relevant.

  7. Use an accurate and extensive musical vocabulary!

  8. I started by composing a 4 bar melody on the violin. I used a major key (G major) because I already knew I wanted to write a contrasting B section using a minor key. The fourth bar sounded like it could be the end of the piece so I changed it to sound like it could continue on for another few bars and then I extended the melody to make an 8 bar phrase. I now started to think about adding chords. When I had done this I decided to put one note in the bass and play the other notes in the right hand as quavers. I repeated this to make the whole A section 16 bars long. I composed the B section in the same way but I started in a minor key. This time I used block chords instead of quavers.

  9. I liked the sound of my piece when I put it together so I didn’t need to change much. I did, however, add dynamics and some slurs. I also put a couple of extra notes into the melody.

  10. I think my piece met the brief because it had a contrasting middle section. I included a violin and piano which made it sound like a real piece of classical music and I put the B section in a different key.

  11. Homework • Write a draft copy of your “understanding the brief” for both compositions. • Use the guidance notes to help you.

More Related