Overview

This module seeks to build on Level 4 (year 1) Composition and Sonic Art modules (WXK/WXC1113 and 1114), while at the same time introducing new ideas and techniques. Throughout, the emphasis will be on introducing students to a variety of styles and techniques that have emerged during the second half of the 20th century and the first decade of the 21st. This may include bold experimentation and creative innovation, including working with non-tonal styles (pre-tonal, post-tonal, atonal, noise, sound, silence), or the study of avant-garde, post-tonal and post-minimal, and or post-dogma styles of more recent decades.

The module will also lay the foundation for BMus and BA Music students undertaking Composition Projects during Level 6 (year 3).

This module seeks to build on Level 4 (year 1) Composition and Sonic Art modules (WXK/WXC1113 and 1114), while at the same time introducing new ideas and techniques. Throughout, the emphasis will be on introducing students to a variety of styles and techniques that have emerged during the second half of the 20th century and the first decade of the 21st. This may include bold experimentation and creative innovation, including working with non-tonal styles (pre-tonal, post-tonal, atonal, noise, sound, silence), or the study of avant-garde, post-tonal and post-minimal, and or post-dogma styles of more recent decades.

The module will also lay the foundation for BMus and BA Music students undertaking Composition Projects during Level 6 (year 3).

Assessment Strategy

-threshold -(Grades D- to D+.) The crucial element is the creation of musical ideas. Factors which may limit a mark to this level include: a simplistic or over-complex global structure not supportive of or supported by the material of which it consists; musical argument only intermittently discernible with only limited exploration of materials; musical ideas few and/or of questionable value; an imbalance in unity and diversity at the expense of sustained interest (especially through uncritical repetition of material verbatim); variability in the appropriateness of the use of instrumental, vocal, sonic and/or technological resources; technique restricted to a rather basic level; some basic, though not always successful, attempts to achieve musical shaping and control phrases, gestures, pacing, tempo, dynamics, sonorities and textures; mostly adequate presentation, though with some significant lapse, and materials that may need some revision to be of practical use in performance.

-another level-(Grade C- to C+.) The main quality meriting a mark in this category is the creation and technical realisation of musical ideas to achieve an effective overall outcome. Factors which may limit a mark to this level include: a global structure not always fully supportive of or supported by the material of which it consists; intermittent lapses in the cogency of musical argument; some aspects of musical ideas left unexplored or under-developed; invention present but limited; mixed success in the effective juxtaposition and relationship of ideas and materials; some imbalance in unity and diversity (especially though overuse of material without development); occasional inappropriate use of instrumental, vocal, sonic and/or technological resources; technique solid but not always assured and fluent; intermittent and limited musical shaping and control of phrases, gestures, pacing, tempo, dynamics, sonorities and textures; some presentational lapses, with some limitations as to the practicability of materials in performance.

-good -(Grades B- to B+.) The distinguishing quality is the creation, technical realisation and organisation of imaginative musical ideas to create an aesthetically convincing overall outcome. The composition exhibits a majority of the following: a well articulated and effective global structure; a clearly discernible musical argument, constructed through the exploration and development of musical ideas and materials; imaginatively conceived and articulated musical ideas; unity and diversity well balanced, such that the composition achieves a good degree of interest and coherence; appropriate and effective use of instrumental, vocal, sonic and/or technological resources contributing to creative ends; assured use of appropriate technical means; good sensitivity to the shaping of phrases, gestures, pacing, tempo, dynamics, sonorities and textures, showing an appreciation of their overall effect on the musical outcome; presentation of a good standard, with good attention to detail and some evident consideration of the practicability of performing materials.

-excellent -(Grade A- and above.) The distinguishing quality is the creation of a compelling, engaging and aesthetically satisfying overall outcome through sustained musical imagination and technical command. The composition exhibits a majority of the following: a coherent, tightly constructed global structure; a cogent, convincing and sustained musical argument, constructed through the exploration and development of the full potential of musical ideas and materials; musical ideas conceived and articulated with evident flair and imagination, and some degree of originality; an entirely appropriate (but not necessarily equal) balance of unity and diversity, such that interest and coherence are sustained throughout; distinctive, creative and idiomatic use of instrumental, vocal, sonic and/or technological resources; confident, fluent and discerning use of appropriate technical means; evidence of acute sensitivity to the effectiveness of, and assured control over, the shaping of phrases and gestures, pacing, tempo, dynamics, sonorities and textures, and the combination, juxtaposition and relationship of ideas and materials; impressive presentation, with excellent attention to detail and full consideration of the practicability of performing materials (whether for live performance or the realisation of electroacoustic presentation).

Learning Outcomes

• Confidently work with the tools and materials of composition

• Demonstrate some originality of thought and movement towards creative independence

• Employ a range of relevant compositional techniques

• Evaluate the compositional merits of a specific piece of work composed in a contemporary style, and apply these judgments to their own work

• Write music which: a) achieves a measure of balance of unity and diversity; b) displays an economy of means; c) makes use of techniques studied on the course