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Mu3 Composing/Arranging

Composing and arranging are a process through which composers and arrangers shape musical ideas in order to express themselves creatively and effectively. Knowledge of harmonic, melodic, and rhythmic elements of music are key to successful composing and arranging, as is the knowledge of various vocal and instrumental timbres, registers, dynamic ranges, and articulation possibilities.

Mu3a After being given a short melody with chord changes, the student will create a stylistically and register appropriate arrangement of that melody for one family or section of instruments or SATB arrangement for voices.

Examples of activities through which students might produce evidence of creating a short arrangement for a family/section of instruments or voices include:

• Arrange the A section of an Early Jazz song for brass quartet. Demonstrate proper ranges and stylistic roles of each instrument.
• Arrange 8 measures of a jazz ballad for SATB. Demonstrate proper ranges and creative use of harmonies in a 4-part setting.

Mu3b The student will arrange a song for a small group consisting of 4 to 5 different instruments or vocalists that demonstrates proper register writing and stylistically appropriate writing and markings.

Examples of activities through which students might produce evidence of arranging a song for 4 to 5 instruments or vocalists include:

• Write a full chorus (AABA, ABAC, etc.) of a show tune for woodwind quintet. Demonstrate proper ranges and stylistic appropriate rhythms for the genre.
• Write 36 measures+ of an Afro-Caribbean vocalese piece for SATB. Demonstrate proper ranges and stylistically appropriate rhythms for the genre.

Mu3c The student will arrange a song for a large ensemble that includes voices, strings, winds, percussion, and/or keyboards that demonstrates proper register writing and stylistically appropriate writing and markings.

Examples of activities through which students might produce evidence of arranging a song for a large ensemble include:

• Write a big band arrangement that includes the melody, solos, backgrounds for solos, and a soli section.
• Write a wind ensemble arrangement based on a favorite genre of music. Include examples of theme and variation.
• Write and arrangement of a BeBop piece for choir and jazz combo that includes harmonization of the melody, solos, backgrounds for solos, and a vocal soli section.

Mu3d The student will compose a melody line (with or without lyrics) with chord changes.

Examples of activities through which students might produce evidence of composing a melody line with chord changes include:

• Create a musical phrase of eight measures that uses major tones effectively, includes a given chord progression, has varied notes/rests, shows sound compositional principles, and uses standard notation.
• Write a lead sheet for a long song form (i.e. AABA; ABAB; Verse/Chorus/Bridge; etc.).
• Write a lead sheet using computer software, which includes lyrics.

Mu3e The student will write a commercial piece of music given specific descriptive criteria (i.e. specific time/measure length, cue/hit points, time constraints, deadline, style/genre, mood, etc.).

Examples of activities through which students might produce evidence of writing a commercial piece of music include:

• Compose a jingle for a radio commercial.
• Compose a soundtrack for an Anti-Drug PSA.
• Compose a soundtrack for promotional materials (i.e. for a video, PowerPoint presentation, etc.).
  

 

Proposed Standards: