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COMPOSITION/ANALYSIS PROJECTMusic 103

This project enables the student to meet the Core Curriculum Learning Goal “r”: “Engage critically in the process of creative expression.” The project consists of two parts, a short original composition and an analysis of your composition. Grading will be based on the assessment levels described below.

COMPOSITIONCompose an 8-measure musical phrase, using a grand staff. You may write either in four-part chorale style (SATB) or in keyboard style with a single-line melody in the treble clef and block or arpeggiated chords in the bass clef.

Your composition may be either electronically notated or neatly handwritten.

Other requirements: Write in 4/4 or 3/4 or 6/8 meter. Write in a major or minor key with at least two sharps or two flats. In the melody, use at least three different regular note values (e.g., half, quarter, and

eighth) and at least two different dotted note values (e.g., dotted quarter and dotted eighth).

Do not use whole notes in the melody except in the last measure. Use at least two chords per measure, except in the last measure, which may have either

one or two chords. Use correct harmonic progressions in the classical style, including tonic, dominant, and

dominant preparation chords. Use a V7 chord at least twice, [and resolve the 7th of the chord correctly]. Write a perfect authentic cadence (PAC) in the last measure including a cadential 6/4

chord. Embellish the melody (and the other parts if using four-part style) with occasional

passing and neighbor notes.

ANALYSISWrite Roman numerals and bass-position figures below the bass clef to identify the harmonic function of each chord. Circle and label all embellishing tones. On a separate sheet of paper, write a paragraph or two critically evaluating your piece in terms of these instructions. State how and where you have met each requirement. Describe the reasoning you followed in composing the melody and in choosing each chord.

GRADING: See Assessment Levels below.

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ASSESSMENT LEVELS:

OUTSTANDING (grade of “A”):Formulates, critically analyzes, and expertly engages in the creative compositional process. Generates innovative and highly imaginative creative solutions to creative challenges. Establishes and applies a clear set of criteria for the critical evaluation of outcomes.

GOOD (grade of “B”):Fully describes and engages in the creative compositional process. Generates imaginative solutions to creative challenges. Provides a critical evaluation of outcomes.

SATISFACTORY (grade of “C”):Satisfactorily describes and engages in a creative compositional process. Effectively applies solutions to creative challenges presented in course materials. Evaluates outcomes and identifies strategies for improvement.

UNSATISFACTORY (grade of “D/F”):Does not effectively engage in the creative compositional process. Fails to apply lessons from the course to the creative endeavor. Does not provide critical evaluation of the outcomes.