M

MY MUSIC

Part 1: Introduction

1.1: "My Music"

  • Definition: Involves selecting and performing music that represents your interests and strengths.

  • Objective: Develop and showcase individual musical talents through performance, composition, and critical analysis.

  • Focus: The OCR GCSE Music "My Music" component encourages exploration and performance of chosen pieces or styles.

1.2: Components

  • Starting Points

  • Recording Ideas

  • Musical Phrases and Sounds

  • Structuring

  • Tools for Musical Composition

  • Reviewing and Evaluating

  • Performance

  • Reflection

1.3: General Tip

  • Select pieces that resonate personally.

  • Ensure chosen pieces match your current abilities but also challenge you to improve.

  • Aim for a diverse repertoire to demonstrate versatility.

Part 2: Writing My Own Music - Starting points

2.1: Finding Inspiration To Be An Inspiration

Artists’ inspiration

  • John Lennon used Posters and Pictures

    • "Being for the Benefit of Mr. Kite": Lyrics and sounds from a fairground poster.

    • "Lucy in the Sky with Diamonds": Lyrics inspired by a nursery school drawing.

  • Errollyn Wallen used Abstract Art

    • "Mondrian": Moods and textures from visual images translated into musical sounds.

    • Combination of traditional wind instruments and string harmonics.

  • Sergei Prokofiev used Music and Storytelling

    • "Peter and the Wolf": Musical motifs for characters based on the story structure.

  • Paul Leonard Morgan used Film and TV

    • BAFTA-winning composer for TV and film.

    • Influence of pop and rock arrangements on his scoring style.

Artists that inspire others

  • Ludwig van Beethoven

    • Innovations in symphonic and chamber music.

  • Johann Sebastian Bach

    • Mastery in counterpoint and harmonic organization.

  • Miles Davis

    • Pioneering different styles within jazz.

  • John Coltrane

    • Development of modal jazz and improvisation techniques.

  • The Beatles

    • Innovations in recording techniques and songwriting.

  • Taylor Swift

    • Blending personal storytelling with mainstream appeal.

  • Ed Sheeran

    • Utilizing lyrics in creating legendary romantic songs.

2.2: Experimenting and Developing

  • Importance of Development:

    • Essential part of composition.

    • Avoid rushing to finish.

    • Develop your initial idea.

  • Developing Ideas:

    • Play your idea repeatedly.

    • Extend it or create an answering phrase.

    • Change timbre or instrument for new responses.

  • Starting Points:

    • Choose a chord sequence.

    • Grow melody from chords.

  • Developing Rhythm Over a Pulse:

    • Start with a strong pulse on a clearly audible instrument.

    • Work out simple, repeated patterns.

    • Clap or sing patterns before transferring to instruments.

    • Add and remove instruments to build texture.

    • Include sections with sudden contrasts.

    • Use percussion signals to indicate new sections.

    • Devise a graphic score for structure.

Techniques for Development

  • Repetition: 

    • Use repetition with variations

    • Altering pitch.

    • Removing some notes.

    • Changing note durations.

    • Using retrograde and inversions.

    • Adding ornaments (trills, etc.).

    • Adding new notes.

    • Playing at a different pitch.

  • Call and Response

    • Create a phrase and devise an answering phrase. Improvise to generate material.

  • Drones

    • Add a drone part for another layer. Explore rhythmic possibilities over a pulse.

More Development Ideas

  • Percussion

    • Develop rhythm patterns on a percussion instrument (e.g., djembe). Record or notate patterns.

  • Melody Instruments

    • Transfer rhythm patterns to melody instruments. Play patterns on a single note, then add melodic parts.

  • Chordal Instruments

    • Use keyboard or guitar to vamp chords to patterns.

  • Combining and Layering

    • Combine and layer patterns with different instruments. Use these as a starting point for developing a piece of music.

Part 3: Recording and Storing Your Ideas

3.1: Importance of Storing Ideas

  • Rarely finish a composition in one session.

  • Essential to have a good system for storing ideas.

3.2: Methods for Recording Ideas

  • Recording on Devices

    • Use your phone or another device. Allows listening and reviewing ideas anytime, anywhere.

  • Software Storage

    • Ensure the software used for storing ideas is accessible in all composing locations. Consider alternatives if access is limited to one place.

  • Manuscript Notes

    • Write down your ideas on musical manuscript paper.

  • Notebook Entries

    • Write chord or note letters in a notebook.

3.3: General Advice

  • The method of storage doesn’t matter as long as it allows you to effectively pick up from where you left off.

  • Don’t rush the recording process – it is a crucial part of composition.

Part 4: Musical Phrases and Sounds 

4.1: Key Process is Repetition

  • Repeat ideas and sounds to evaluate them.

  • Check if they make sense and feel right.

  • Trust your instincts.

4.2: Indicators of Well-Crafted Compositions

  • Can you hear clear starts and ends of phrases?

  • Can you harmonize your melodies with simple chords?

4.3: Considering GCSE Composing Criteria

  • Criteria vary between exam boards.

  • You must show evidence of:

    • Developing musical ideas.

    • Selecting appropriate timbres.

Most Important Step

  • Listen and repeat your music until you are satisfied.

Part 5: Structuring Your Composition

5.1: Initial Considerations

  • Have an idea about the number of sections.

  • Be open to changes as ideas develop.

  • Consider conventions of the specific style.

5.2: Helpful Questions

  • Length of the Piece

    • What is the desired duration?

  • Number of Sections

    • How many sections will there be?

  • Repetition and Order

    • Will sections repeat, and if so, in what order?

  • Introduction and Ending

    • What form will they take? Will they use extracts from other sections?

  • Contrasting Sections

    • Will there be a contrasting middle section or bridge?

  • Appropriateness for Style

    • Is the structure suitable for the style of music?

5.3: Importance of Structure

  • Exam boards expect clear structure in compositions.

  • Spend time planning the structure intentionally.

  • Avoid letting the structure evolve accidentally.

Part 6: Tools for Musical Composition

  • Initial Ideas must come from you as a musician.

  • Classroom, fellow learners, and teachers can provide additional ideas.

  • The Purpose of Tools is to manipulate ideas.

  • Add useful features to make compositions sound more effective.

6.1: Types of Tools

Notation Software

  • Best used during or at the end of the composition process.

  • Allows you to hear many parts of your composition played simultaneously.

  • Ideal for complex compositions with multiple parts. Useful for finalizing and refining your composition.

DAWs - Digital Audio Workstations

  • More versatile than notation software.

  • Enables music creation without the need for notation or instrumental ability.

  • Allows inputting musical ideas and recording directly using microphones and MIDI keyboards.

  • Great for experimenting with sounds and arrangements. 

  • Facilitates recording and editing of both audio and MIDI. 

  • Removes barriers related to notation and instrumental skills.

Part 7: Techniques to Apply

7.1: Performance Techniques

  • Practice Regularly

    • Daily practice to build muscle memory.

  • Technical Exercises

    • Scales, arpeggios, and other technical exercises.

  • Use of Metronome

    • Ensures consistent timing.

  • Performance Practice

    • Simulate performance conditions to build confidence.

7.2: Composition Techniques

  • Musical Structure

    • Understanding forms such as ABA, sonata, rondo.

  • Thematic Development

    • Developing motifs and themes throughout a piece.

  • Harmony and Counterpoint

    • Using harmonic progressions and counterpoint effectively.

  • Instrumentation

    • Choosing appropriate instruments for desired effects.

7.3: Reflective Techniques

  • Critical Listening

    • Analyzing recordings of your performances.

  • Feedback

    • Seeking constructive criticism from teachers and peers.

  • Self-Evaluation

    • Regularly assessing progress and setting goals.

Part 8: Reviewing and Evaluating Your Composition

  • Easily overlooked but essential stage in the composing process.

  • Take a step back to evaluate your composition.

8.1: Key Questions for Evaluation

  • Fulfilment of the Composition Brief

    • To what extent does your piece fulfil the composition brief?

  • Musical Coherence

    • Does it ‘make sense’ as a piece of music as a whole?

  • Identifying Issues

    • Are there sections that sound less attractive? What specifically needs to change? Is it the instrumentation? Is it the texture?

  • Don’t be afraid to revisit previous stages of the composition process.

  • Refinement often requires multiple iterations.

8.2: Success Criteria for GCSE Compositions

  • Distinctive Melodies or Rhythms

    • Should have well-shaped phrases.

  • Harmonies

    • Must work well with the melody.

  • Development

    • Melodies should be well developed.

  • Clear Structure

    • A clear and logical structure is essential.

  • Effective Instrumentation and Timbres

    • Instrumentation and timbres should be suited to the music.

8.3: Final Thoughts

  • Musicality

    • Your composition should be musical and expressive.

  • Confidence 

    • Be happy with what you have composed. Have confidence in your own musical voice.