British English CC

Oboe composition third draft

Underwater discovery first draft

Refining ideas and adding expression

Music

Making ideas more 'musical'

Advanced stylistic techniques

Musical coherence

Score and annotation considerations

This unit follows on directly from the first unit on composing to a brief

This unit develops compositions in response to a brief. Pupils improve musical ideas, create coherence, explore advanced techniques, and refine their work. They produce a complete piece with clear structure and effective annotation.

Composing to a brief: extending ideas

True or false? When you add expression, you only need to add dynamic markings.

A pupil is composing a piece for an audio guide to a botanical garden. Which combination of expressive markings would be most appropriate to create a relaxing mood?

writing music that is as difficult as possible for the performer

writing music that avoids any dynamic markings

writing music that uses every note the instrument can play

writing music that suits the natural characteristics of the instrument

Which of the following best describes writing idiomatically for an instrument?

varying dynamics, phrasing and articulation to shape the music

removing all markings so the performer can decide

keeping the dynamics, tempo and articulation the same throughout

adding more notes to make the piece longer

A pupil wants to show how their piece develops expressively. Which of the following would best achieve this?

What musical term is used to describe the speed of the music?

the way the music is organised into sections

the volume of the music and how it changes

What does the word dynamics refer to in music?

Which of the following is an example of an articulation marking?

the way a musical sentence is shaped and performed

Refining ideas and adding expression

Lesson outcome