B352

Composition

Name:

B352
Composition
What you have to do:
1. Produce a composition or arrangement which must be based on one of the
following six tasks:

An original composition for a group of two or more players (AoS 2);

An arrangement of a piece for two or more players (AoS 2);
An original piece of dance music in a style of the candidates choice (AoS 3);
An arrangement of a piece in the style of a dance of the candidates choice (AoS 3);
An original piece of programme music, based on a mood or a sequence of events
(AoS 4);
An arrangement of a piece, adapted to convey a different mood from the original
(AoS 4).

An arrangement can be of a whole piece or part of a piece. It must include a creative element
and not be a transcription. A copy of the original
2. Produce a composition brief, log and evaluation

Notes on Arrangements

You need to start off with a piece you have chosen which has to be submitted as part
of your assessment. You will need to decide upon the purpose of the arrangement.
The purpose is partly defined by the six tasks above. You may decide to do a number
of the following things:
1.
2.
3.
4.
5.
6.

Alter the structure of the piece

Alter the pitch and range to suit the instruments which are being used
Write or reshape the accompaniment
Change harmony, rhythm or time signature
Vary the melody or change the style of the piece
Introduce new melodic ideas (e.g. descants or countermelody)

The more you add or vary the original composition, the better mark you will get.

Marking Criteria
Unit B352
In addition to the core criteria (out of 15) you will be marking using one of the
following scales depending on which AoS you use as your compositional model:
Area of Study 2
Composition or
arrangement for 2
or more
instruments 0
1
2
3
4
5

There is no compositional brief and therefore there is nothing to credit.

The piece attempts to use the resources but is impractical to perform.

The piece uses the resources in a basic way showing some understanding of their
combined effect.
The piece uses the resources and shows some understanding of their roles within
the group.
The piece uses the resources effectively in combination and shows good
understanding of their roles in the group.
The piece uses the resources imaginatively in an effective combination.

Unit B352
Area of Study 3 A
piece of dance
music 0
1
2
3
4
5

There is no compositional brief and therefore there is nothing to credit.

The piece attempts to model itself on a dance style but the outcome does not
communicate the character of the dance.
The piece uses some characteristics of the dance style in a mechanical way
The piece uses a range of features of the dance in a musical way with some
success.
The piece combines a range of features of the dance style, communicating the
spirit of the dance in an effective way.
The piece combines features of the dance style in an inventive and imaginative
way creating a compelling effect.

Unit B352
Area of Study 3 A
piece of dance
music 0
1
2
3
4

There is no compositional brief and therefore there is nothing to credit.

The piece attempts to model itself on a dance style but the outcome does not
communicate the character of the dance.
The piece uses some characteristics of the dance style in a mechanical way
The piece uses a range of features of the dance in a musical way with some
success.
The piece combines a range of features of the dance style, communicating the
spirit of the dance in an effective way.

The piece combines features of the dance style in an inventive and imaginative
way creating a compelling effect.

Log and Evaluation (Unit B352) Marking Criteria

The following criteria
should be applied to the
Log and Evaluation (Unit
B352) 0

Work in this band has no positive worth.

1-2

There is a simple intention. Statements are made about the process, and
there is a simple judgement about the effectiveness of the outcome.
Work in this band makes simple, general statements.

3-5

The intention describes features of the content of the piece. The progress of
the work is clearly documented and there is an accurate judgement on the
effectiveness of the outcome.
Work in this band contains some detail and makes accurate statements.
The intention contains detail which is supported by musical reasoning. The
log demonstrates that musical decisions have been taken as the piece has
progressed, and the evaluation shows an understanding of the
effectiveness of the outcome.
Work in this band additionally shows musical thinking.
The intention is musically conceived and detailed. The log demonstrates
understanding of the musical impact of the piece as it progresses, and the
evaluation provides perceptive insights relating to the effectiveness of the
outcome.
Work in this band shows a high level of musical understanding.

6-8

9-10

Example Brief

Example Log

Example Evaluation

Examiners Feedback on brief, log and evaluation

Log and Evaluation
The brief shows a clear intent that is well thought out and musically conceived with a good
level of musical understanding. The story chosen is clear and there is evidence of how the
candidate intends to communicate this in the music composed. The candidate writes in
detail the progress made each week and is able to reflect on it musically to decide what to
do next. The evaluation is thoughtful and shows a very good level of understanding of what
was successful and what could have been improved. Overall this log and evaluation just
reaches the top mark.
10/10

Guidance for the Written Coursework

Composition Brief
What do you intend to compose?
Which AoS does this relate to? Why have you chosen this AoS?
For each feature you mention:
1. Identify the feature (and give an example of it in a piece
you have studied);
2. Identify the compositional effect that this feature will
create (the details of why you have chosen this feature)
3. Say how this feature is related to the AoS you have
chosen
Features to include: Instruments and textures, structure,
melody, harmony, rhythm, metre, tempo dynamics,
What?
Style

Instrumentati
on
Structure

Harmony

Tempo

Time
signature
Texture

Musical
devices

Why?

Understanding the Brief Activity

I am going to compose a waltz for keyboard in C major. I have
chosen C major as it will be an easy key to play in. and time
signature for a waltz. It will me in ternary form with a
contrasting middle section in A minor. It will have four-bar
phrases with chords changing every four bars, as this is a
characteristic of a waltz. I will decorate the melody with trills
and passing notes in the last section to provide more interest
than just a repeat. I will use the flute sound for the melody in
the first and last sections and the clarinet section in the middle.
These instrumental sounds will also help the piece to flow, and
they are the kinds of instruments that would play the tune in an
orchestra waltz.

Tasks
1.
2.
3.
4.

Identify reasons
Identify where reasons are related to AoS
Identity places where reasons are lacking
Identify places where you could insert references to pieces you have
studied

Notes:

Composition Log
Your log needs to explain
a) What you have done in each session (your progress);
b) Why you have done what you have done (in relation to the AoS
and the musical effect);
c) Any suggestions that the teacher or others have given you/a
target for next session
This means that if you decide to change anything or to deviate from your
written plan there will be a record of it
Task
1. Identify instances of a-c in the following example brief

2. What is missing from this log/ how could it be improved?

Date

Progress (what, why relate to AoS

and effect)

Notes including advice

given/targets

Date

Progress (what, why relate to AoS

and effect)

Notes including advice

given/targets

You will need to create an electronic copy of this

table and type up what you write here each week
onto a word document!
Evaluation
1. Did you make any changes to your original brief? If so, why?
2. What is your impression of the piece? Give reasons related to the
AoS.
3. Which features of your piece were particularly effective? Why?

4. Which features of your piece were less effective? Why?

5. What have your learned from composing this piece what would
you do differently next time?

What mark would you give these evaluations?

Example A
Evaluation of the piece:
My favourite bits of this piece are the playful ones like bars 5 and 13. I tried to keep the piece
balanced with 2 sections of the same length. In the end the 2 nd section was two bars longer, but I dont
think this matters.
There is a lot of imitation in the piece. I could have developed my ideas further if the piece was longer,
but I like short pieces

Example B