National 5 Music: Arranging Composing Booklet

Harris Academy

National 5 Music

Arranging Composition BookletName: _____________Date: _____________

National 5 Music: Arranging Composing Booklet

To complete the Composing Skills Unit, you must complete all of the tasks in this booklet and arrange a piece of music which uses at least 5 concepts at National 5 level.

You must also complete the Composing Mini Tasks booklet.

Composing skills

1.1 Understanding how a range of compositional methods and music concepts are used by composers and the influences on their work1.2 Experimenting and using music concepts and compositional methods in creative ways to develop, refine and create original music1.3 Developing musical ideas that make musical sense and realise their creative intentions1.4 Self-reflecting on their music and their creative choices and decisions

Understanding Music

1.1 Identifying and distinguishing between level-specific music concepts in excerpts of music1.2 Identifying and analysing the social and cultural influences that have influenced the distinctive sounds and structure of specific music styles1.3 Identifying and understanding the meaning of music signs, symbols and terms

Use this booklet as a guide to help your creative process throughout this task.

National 5 Music: Arranging Composing Booklet

Tick off each task as you complete it. You must also show your progress to your teacher.

Task 1

Handel listening activity

Date completed: UM 1.1

Task 2

Nothing else matters listening activity

Date completed: UM 1.1

Task 3

Analysing how to arrange a piece of music

Date completed: UM 1.1UM 1.3

Task 4

Arranging task – arranging a piece of music in your own style using at least 5 concepts

Date completed: CS 1.1CS 1.2CS 1.3

Task 5

Spot the difference

Date completed: UM 1.1

Task 6

Reflection Date completed: CS 1.4

National 5 Music: Arranging Composing Booklet

Listening Activity 1 (UM 1.1)

This question is based on an excerpt from Handel’s ‘Messiah’. As you listen, insert concepts beside the appropriate heading in the grid below then answer the questions underneath.

Version 1

www.youtube.com/watch?

v=LFBIJgkj_-g

Version 2

www.youtube.com/watch?

v=KTeUZH0ynOoRhythm/tempo

Melody/Harmony

Instruments/voices

Dynamics

Comparing the melody of piece 1 and piece 2, what do you notice? (tick one box)

The melody is mainly the same

The melody of each is different

Comparing the harmony/chords of piece 1 and piece 2, what do you notice? (tick one box)

The harmony/chords are mainly the same

The harmony/chords are different

National 5 Music: Arranging Composing BookletExplain the main differences between piece 1 and piece 2

________________________________________________________________

_________________________________________________________________

Listening Activity 2 (UM 1.1)

This question is based on the song ‘Nothing Else Matters’. As you listen, insert concepts beside the appropriate heading in the grid below then answer the questions underneath.

Version 1

www.youtube.com/watch?v=bAsA00-5KoI

Version 2

www.youtube.com/watch?v=rbTozgoj9OQ

Rhythm/tempo

Melody/Harmony

Instruments/voices

Dynamics

Comparing the melody of piece 1 and piece 2, what do you notice? (tick one box)

The melody is mainly the same

The melody of each is different

Comparing the harmony/chords of piece 1 and piece 2,what do you notice?(tick one box)

National 5 Music: Arranging Composing BookletThe harmony/chords are mainly the same

The harmony/chords are different

Explain the main differences between piece 1 and piece 2

________________________________________________________________

_________________________________________________________________

Task 3: What is arranging? (UM 1.1, 1.3) In the past 2 questions we have heard how the same song can be recreated using a different combination of instruments.

Arranging could be summarised as:

Selecting a piece of music and writing it for a different group of instruments. Adapting the music where necessary. Including performance directions for each instrument (e.g. – pizzicato/arco etc)

For example let’s look at a song you played last year……..

What instruments do we have?

Voice (melody)

Guitar/keyboard chords

Piano right hand (chords/melody)

Piano left hand (bass line)

Lets now change them to……

Saxophone (melody)

Guitar (chords/piano rh)

Bass guitar (piano left hand)

Drumkit (composed)

National 5 Music: Arranging Composing Booklet

Arranging is not simply copying and pasting, but using the original music and adding or creating your own ideas.

Task 4: How do I start my own arrangement? (CS 1.1, 1.2, 1.3)

Decide what song you would like to arrange- you must have a copy of the sheet music to complete this task and it would be really helpful if this shows at least the melody line and chords. Note in the table to the right the original instruments and the instruments that you will be arranging for.

You must then write it out for at least 4 different instruments

To complete this project you can do this in two ways:

o Notate the music using Musescore or Sibelius and produce a fully notated score as your end product

NAME OF SONG:

INSTRUMENTS IN

ORIGINAL SHEET MUSIC

INSTRUMENT I WILL

ARRANGE FOR

National 5 Music: Arranging Composing Bookleto Record your arrangement using an iPad or the Boss multi-track recorder and write

out a performance plan to explain what’s going on in each part.

YOU MUST ALSO COMPLETE A REFLECTION (outcome 1.4) AND HAND THE COMPLETED SCORES/ RECORDING TO YOUR TEACHER TO PASS THIS COURSE OUTCOME.

Process Checklist

Start off by entering/recording the melody- a minimum of 8 bars will be enough to start you off

Now add a bass line- this could be adapted from a bass line already written on the music or composed using the chords (see mini task booklet for help)

Now add an accompaniment part- this could be repeated chords, broken chords or a arpeggio part ( again see mini task booklet for help)

Adding more parts- now decide what you want to add next. It could be a……..

drum part (look at the drum skills booklet for examples of rhythms and fills) Counter melody part (see mini task booklet for help) Piano vamp (again see mini task booklet for help)

Not quite finished yet……….. you should add performance direction, tempo marking, & dynamics to your music or performance plan.

Task 5 (UM 1.1)

National 5 Music: Arranging Composing BookletOnce you are finished your arranging task complete this listening grid…

SPOT THE DIFFERENCE

ORIGINAL YOUR ARRANGEMENT

Rhythm/tempo

Melody/Harmony

Instruments/voices

Dynamics

What is similar? ___________________________________________________________________________

What is different?

__________________________________________________________________________

National 5 Music: Arranging Composing BookletTask 6 (CS 1.4)

Evaluation and Reflections..................................Title of Song arranged

Location Saved

Technology used to create

Score or Performance plan (make sure you attach this!)

Comments on my learning journey

My music

1. Explain the style of your music – why have you chosen this particular style?

2. What structure (if any) is your composition in? i.e. binary, ternary, verse and chorus, strophic etc.

National 5 Music: Arranging Composing Booklet3. What instruments

have you included in your piece – have you used any techniques specific to these instruments?

4. Explain the changes that you have made throughout the process, i.e. how have you experimented with your ideas?

5. What would you improve and why?

6. Are you happy with your overall composition? Explain why.

Concepts used in my composition tasks (you must have at least 5)

You may wish to refer to your concept grids in your log book.