Achievement Standard Making Music 91271:
Compose two substantial pieces of music

Resource reference: Making Music 2.4A
Resource title: In the Mood
Credits: 6

Achievement -
Compose two substantial pieces of music.
Achievement with Merit - Compose two effective substantial pieces of music.
Achievement with Excellence - Compose two convincing substantial pieces of music.

Student instructions:

Introduction

This activity requires you to compose two substantial original pieces of music as a member of a group. The music should express moods or ideas sparked in you by two poems that you select. (You may work with the same group to compose both pieces, or work with different groups.)
You will have approx 60 hours of in- and out-of-class time to complete this activity.
Before you begin this task, you will have studied how other film composers have developed and structured substantial musical compositions in response to ideas or moods for movie.
As evidence for assessment for each of your two compositions, your group(s) will present:
·        A visual representation conveying compositional content as appropriate to the style/genre e.g. standard music notation, lyric and chord chart, lead sheet, tab with rhythmic indications, graphic notation, narrative description, or a combination of these
·        An audio visual recording of the composers performing their composition. For moderation purposes, each performer must be clearly identifiable.
Your chosen poems will be read and your group(s) will perform your compositions at a concert called In the Mood. (The quality of your composition will be assessed, not the quality of your playing.)

Task
Compose two substantial pieces of music. Each piece should express the mood(s) or communicate the idea(s) sparked in your group(s) by each poem. See Resource 1 for advice about the characteristics of a quality composition.
All members of the group must perform the finished composition. Express your musical ideas in ways that are best suited to the instruments played by members of your group. Take care to compose idiomatically for the instruments (so that your music suits the instrument, and that you stay within the range of the instrument).
See Resource 2 for ideas about how to structure your ideas and create contrasting moods.
You are composing collaboratively, but you will be assessed individually. Your teacher will regularly check your contribution to your group’s compositions.
Take responsibility for the part you will play when you perform the piece – make sure it is sufficiently substantial to achieve the standard.
Prepare drafts of your compositions in visual form using standard music notation, lead sheet, tab with rhythmic indications, graphic notation, narrative description or a combination of these. Use either paper or a computer notation programme for this.
Refine your drafts (rework them) until you think your compositions are effective and convincing.
Ask another group to listen to a rehearsal of your composition(s). Read your chosen poem out loud before your play each composition. Ask your audience whether they feel a meaningful link between your chosen poem and your music, and if they have suggestions to make your composition communicate mood with more impact.
Listen carefully to the advice of your audience, and then further refine your draft. Repeat the refining process until you feel your composition is as effective and convincing as you can make it.
Make a good-quality audio visual recording of you and your group playing your compositions. (You may choose to make the recording at the concert event.)

As evidence for assessment for your compositions, you must submit:
·        The audio visual recording of you and your group(s) playing each composition (make sure you clearly identify each player/composer)
·        A visual representation conveying compositional content as appropriate to the style/genre e.g. standard music notation, lyric and chord chart, lead sheet, tab with rhythmic indications, graphic notation, narrative description, or a combination of these.
You are now ready for In the Mood – a concert event that creates a variety of moods as poems are read and pieces of music are performed in response to the poems.

Resources
Resource 1: Characteristics of a quality composition
Your compositions need to be substantial enough for this level of assessment. This means that each composition is likely to be at least two minutes in length, and be of some complexity. Musical ideas should be skilfully developed and structured.
A quality composition at this level should show:
·        understanding of idiomatic writing for specific instruments
·        effective use of scales and/or modes, such as major, minor, Dorian, Lydian, or personally devised mode(s)
·        development or manipulation of musical ideas using compositional devices such as sequence, decoration, extension, inversion, ostinato, diminution, augmentation, layering, fragmentation, and variation of texture, timbre, and harmony
·        use of subtle variation to avoid literal repetition
·        ability to structure ideas into a coherent whole (for example, the music has an appropriate balance of repetition and variety, a clear beginning, middle, and end, and a sense of shape and progression)
·        ability to create and/or maintain a sense of style.

Resource 2: Structuring your ideas and creating contrasting moods
Structure your ideas to create your substantial music compositions. Ways to structure your ideas include
·        using ostinato as a structural device
·        using ABA or rondo form, with each section marked by a shift in tonal centre
·        drawing a visual image, for example, an arch that helps you structure your composition into a satisfying shape.

Your group’s second composition will express a different mood, as you are responding to a different poem. You can create contrasting mood by using different:
·        melodic shapes and rhythmic character
·        harmonic language
·        time signature and tempo
·        modes
·        instruments and timbres
·        compositional devices
·        textures
·        style
·        form.