MIDI Composition - Welcome to the Web Project · · 2005-10-18compose music within guidelines...

MIDI Composition(Musical Instrument Digital Interface) :

Mastering Music Skills ThroughComputer Assisted Composition

John Tisbert

March 8, 1998

School Address Home AddressBarre City Elementary and Middle School RR #150 Parkside Terrace Box 5260Barre, VT 05641 Worcester, VT 05682802-476-6541 802-223-5626e-mail: [email protected] e-mail: [email protected]

SoftwareThis Document was Prepared using ClarisWorks 4.0 for Macintosh and MusicTime music notation software.

Acknowledgements

My sincerest thanks to Larry Solt, Sandi Macleod, Peter Tavalin and Chris Mattson

for their support, help and criticism in putting this unit together.

Table of Contents

Section One: Overview and Time line 4 - 5Unit Overview 4

Unit Time Line 4

Making Connections 5

Section Two: Standards, Activities, Products, Performances and Assessments 6 - 9Standards for Composing 6

Standards for Critique and Evaluation 7

Activities, Products, Performances and

Assessments Chart 8

Section Three: Unit Description 9 - 12Introduction 9

Topics and Concepts Chart 10

Resources and Materials 10

Unit Process 11

Appendix A: Assessment 13 -19Establishing Criteria From the Standards 14

Rubric #1 (for composition) 16

Rubric #2 (reflection and critique) 18

Critique and Evaluation Scoring Guide 19

Self-Evaluation 20

Appendix B: Worksheets 22 - 26Getting Started 23

Composition in C Major 24

Bass Voice 25

Project Description - On line Questions 26

MIDI Composition p. 2

Appendix C: Student Compositions 27 - 51Souls After Sunshine 28River Rafting 30Memories 32Sunset Blue 34Peaceful Rain 36Peaceful Rain: Online Description and Questions 38Peaceful Rain Critique 39Peaceful Rain Revised 40Mikravosh 42Mikravosh: Online Description and Questions 46Mikravosh Critique 47Mikravosh Revised 49

Appendix D: Student Critique and Evaluation 52 - 58A Piece of Sea: Online Description and Questions 53

Critique #2: Class Message 54

Critique #2: Individual Brainstorming Sheet 55

Critique #1: Individual Brainstorming Sheet 56

Minuet in G 57

Appendix E: Miscellaneous 59 - 69Assignment Process/Check List 60

Self-Evaluations 61


Unit Overview

MIDI Composition: Mastering Music Skills Through Computer Assisted Composition, is a unit designed to develop students’ musical and critical listening skills. In the first component of the unit students work together in small groups to compose music within guidelines specified by the teacher. Using MIDI, (musical instrument digital interface) a term used to describe the communication between computers and keyboards, students are able to see and hear their music as they create it. The composition process is modeled after the writing process where students write many drafts and submit their work to peer review before the final draft is finished. During this process students are required to use appropriate composition techniques including accurate notation, rhythm, melody, harmony and form. In the second component of the project students critique and evaluate their compositions and the work of others from schools around the state via the World Wide Web. The online critique and evaluation is made possible through involvement with the MIDI Distance Learning Network which is part of a larger group called the Web Project, a United States Department of Education Technology Innovation Challenge Grant. Feedback from other students, teachers and composers is used to help children revise their work. Throughout the process of the critique and evaluation students are encouraged to think critically as well as learn how to write and talk about music using appropriate vocabulary and music terminology. This includes written descriptions of their work containing specific questions about their composition to assist others in evaluating the piece and information regarding how the piece was written. Through the brainstorming process children respond to questions provided by student composers and then submit their comments to the Web Project online work place.

This unit blends the Vermont Framework of Standards and Learning Opportunities and the National Music Achievement Standards to create a comprehensive standards based program. Standards pertaining to Fields of Knowledge are taken mostly from the National Music Standards while the Vital Results are taken from Vermont’s Framework. The project is designed for general music students in grades seven and eight but it can be adapted for use in grades three through five as well as high school. The unit is one semester in length because students attend music classes three times every six days for thirty five minute intervals. All students in the seventh and eighth grade participate totaling approximately 200 children. The music notation software program used in the unit is, “MusicTime.”

Unit Time LineSeptember 8 - 12 Introduce unit and share rubric

September 16 - January 7 Midi composition, critique and evaluation activities, online

uploads and assessments are completed in small and large groups.

January 15 Midi composition Open House


Standards for Composing

Fields of KnowledgeArts Language and Literature Standards:5.32 Students translate an idea into music notation or sound.National Music Standard #4Composing and arranging music within specified guidelines:

a. Compose short pieces within specified guidelines, demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance.c. Use a variety of traditional and nontraditional sound sources and electronic media when composing music.

National Music Standard #5Reading and notating music:

a. Read whole, half, quarter, eighth, sixteenth and dotted notes and rests in various meter signatures.d. Use standard notation to record their musical ideas and musical ideas of others.

Vital Results2.2 Students use reasoning strategies, knowledge and common sense to solve complex problems related to all fields of knowledge. This is evident when students:

aa. Seek information from reliable sources, including knowledge, observations and trying things out.

3.10 Students perform effectively on teams that set and achieve goals, conduct investigations, solve problems and create solutions.

Activities, Products and Performances1. Label the notes, chords and rhythms on the Composition in C Major practice sheet. This sheet is used throughout the unit as a reference (see appendix B). 2. Working together in groups of no more than three, students use the computer to compose music. Compositions must include at least two different voices, melody, harmony, form and rhythm. They should be at least twenty four measures long and must be notated accurately. Additionally, compositions must be unified through the use of composition techniques such as tension and release, variety and balance. Classroom instruments and the piano may be used to help create melodies or to experiment and improvise.3. Fill out bass voice practice sheet (see appendix B, Bass Voice Work Sheet).4. Conference with students throughout the composition process to be sure they are on the right track and to act as a resource.5. Hold group analysis and critique sessions to illustrate various areas of composition technique within student work. 6. Analyze music written by master composers to illustrate effective compositional techniques (see appendix D, Minuet in G).


Assessment1. Conference with student using rubric #1 for composition (see appendix A).2. As each composition is finished students write descriptions of their work that include the process for creating or how they wrote the piece and any moods or feelings they attempted to create in the music. It also includes three technical questions regarding their composition for student feedback. This form is used for uploading student work (see appendix A, Critique and Reflection Rubric and Appendix B, Project Description-Online Questions). 3. Students fill out self-evaluation narrative at the end of the unit (see appendix A, Project Evaluation).4. Vermont Standards 2.2 and 3.10 are considered collateral learning. That is, they are worked on but they are not formally assessed. They are, however, addressed informally in the student self evaluation (see appendix A).

Standards for Critique and EvaluationFields of KnowledgeNational Music Standard #6Listening to, analyzing and describing music:

a. Describe specific events in a given aural example using appropriate terminology.b. Analyze the elements of music in aural examples representing diverse genres and cultures.

National Music Standard #7Evaluating music and music performances:

b. Evaluate the quality and effectiveness of their own and others’ performances, compositions and arrangements by applying specific criteria appropriate for the style of the music and offer constructive criticism.

Vital Results1.13 Students listen actively and respond to communications. This is evident when students:

c. Respond through classroom discussion, writing and using art forms.1.14 Students critique what they heard. This is evident when students:

Observe; describe; extend interpret and make connections.

Activities, Products and Performances1. Analyze music written by master composers to illustrate effective compositional techniques (see appendix D, Minuet in G).2. Hold class critique sessions to illustrate specific musical concepts within selected compositions. First, students brainstorm a list of descriptive words or phrases that express a given composition. Students are asked to explain their descriptors if necessary. Second, they analyze and discuss specific music concepts or composition techniques in the piece including melody, form, texture, harmony etc.(see appendix D, Critique #2).3. Upload student comments to the World Wide Web (see appendix D, Critique #2).4. Download student comments from the web site and use to revise their own work (see appendix C, revised work).


Assessment1. Write descriptions of their work that include the process for creating or how they wrote the piece and any moods or feelings they attempted to create in the music including three technical questions regarding their composition for student feedback (see appendix A, Rubric #2: Critique and Reflection and Appendix B, Project Description-Online Questions). Students then conference with the teacher and upload comments.2. Conference with students using the critique and evaluation scoring guide (see appendix A).3. Conference with students after they have received comments from the web site.4. Students complete self-evaluation narrative at the conclusion of the unit.

Midi Composition: Activities, Products, Performances and Assessments.

MIDI Composition: CreatingArts Language and Literature Standard 5.32Reasoning and Problem Solving Standard 2.2Personal Development Standard 3.10National Music Standard 4:Composing and arranging within specified guidelinesNational Music Standard 5: Reading and notating music

Practice Sheet: Label the NotesNational Music Standard 4 and 5

MIDI Composition: NotatingArts Language and Literature Standard 5.32Reasoning and Problem Solving Standard 2.2National Music Standard 4:Composing and arranging within specified guidelinesNational Music Standard 5: Reading and notating music

Rubric #1(Midi Composition)

Self Evaluation (Narrative)Project Description--Online

Questions


Self Evaluation (Narrative)


Self Evaluation (Narrative)Project Description--Online

Questions


Practice Sheet: Bass VoiceNational Music Standard 4 and 5

Critique and Evaluation: Student WorkNational Standard 6:Listening to, analyzing and describing musicNational Music Standard 7:Evaluating music and music performancesCommunication Standards 1.13 and 1.14

Critique and Evaluation: Music LiteratureNational Standard 6:Listening to, analyzing and describing musicNational Music Standard 7:Evaluating music and music performancesCommunication Standards 1.13 and 1.14



Rubric #2(Critique and Reflection)

Project Description--OnlineQuestions

Evaluation, Critique andReflection Scoring Guide


Rubric # 2(Critique and Reflection)

Project Description--OnlineQuestions


Unit DescriptionIntroduction Midi Composition: Mastering Music Skills Through Computer Assisted Composition is a unit designed to meet the requirements for composing and evaluating music contained in the National Music Standards. Throughout the unit students work in small groups (no more than three) to compose music. As their work progresses they critique student work from schools around the state, analyze music from the repertory and send comments to others via the world wide web. Students learn many concepts during the process from creating to describing. The chart below illustrates concepts students learn through the Midi Composition Unit.


Midi Composition: Mastering Music Skills Through Computer Assisted Composition. Topics and

Concepts Chart.

MIDICOMPOSITION

Describing

Analyzing and

Critiquing

Musical Skillsand

Elements

Evaluating

Notating

Creating

ProblemSolving

Communicating

Performing

Unit LengthAt the seventh and eighth grade level students study music for one semester.

Classes meet every other day based on a six day rotating schedule (ie; class may meet on days 1, 3, and 5) for thirty five minutes. Students are expected to write at least one composition during this time, however, many students write more. The unit is designed to last the full semester.

Resources/MaterialsMidi composition uses technology as a tool for creating and evaluating music.

In order to complete the unit students need access to computers for the length of the unit. Specifically the unit requires:

Computer work stations for approximately twenty students.Music notation software such as MusicTime.Access to the internet.At least one keyboard with midi translator and appropriate cables.Getting Started hand out (see Appendix B).Composition in C Major handout (see Appendix B).


Bass voice handout (see Appendix B).Portfolio containing all work and hand outs.Midi composition assignment and process checklist (see Appendix E).Piano and classroom instruments for experimenting and improvisation.

Process IntroductionThe unit begins with an introduction and overview of the project. During this

time the requirements of the MIDI Composition are discussed along with a preview of some of the concepts that students will learn. Students take a preliminary look at the rubric for composition and learn about the the critique and evaluation sessions that will be an ongoing part of the project. Students also begin to learn some of the music terminology that is used. They practice their rhythm skills through the MIDI Composition: Getting Started hand out, and before students begin composing their first pieces they label the notes, chords and rhythms on the Composition in C Major hand out which is used as a reference throughout the unit. All of this work and any subsequent work on the project is kept in students’ individual portfolios that each child is required to maintain.Lastly, the unit is organized in a way that encourages students to work at their own pace. If students finish a composition they are given another composition assignment designed to allow students to practice what they have learned.

Critique sessions are interspersed throughout the unit as students come to specific problems in composition. The midi composition assignment and process checklist is used to keep students organized throughout the process.

Unit StepsProject introduction and overview

1. Discuss requirements for the class including composition rubric.2. Complete Getting Started hand out and conference with peers to correct and share. 3. Assign groups and organize portfolios.4. Complete Composition in C Major hand out.

Midi Composition Process1. Write one measure of rhythm and repeat the same rhythm in the next measure using different notes while following the melodic contour of the previous bar.2. Add chords after each two measure section is written.3. Revise chords for good voice leading and /or harmonic rhythm, arpeggios and bass and accompaniment.4. Revise melody.5. Conference with the group and teacher as each section is written.6. Write composition description and questions for uploading to the midi web site. (This assessment is completed each time a piece has been composed whether the composition is uploaded or not.)7. Upload composition for student review. Make further revisions based on feedback from other students.


8. Conference with students using the midi composition rubric after each composition is finished.9. Conference with student using the Critique and Evaluation checklist (see appendix).10. Complete Student self-evaluation narrative.

Critique and Evaluation These sessions are interspersed throughout the unit. Students will complete at least five student critiques that will be uploaded to the midi web site. Additionally, three critiques of music literature will be used as examples of good composition.

1. List descriptive words or phrases that consider the composer’s artistic intent.2. Analyze for specific concepts in the music including; form, melody, harmony and rhythm. List findings.3. Answer any questions that the composer asked.4. Send comments to the midi web site.


Appendix A: Assessment

• Establishing Criteria From the Standards

• Rubric #1: Composition and Music Notation

• Rubric #2: Critique and Reflection

• Critique and Reflection Scoring guide

• Project Evaluation*

* The project evaluation is designed to facilitate student reflection and is not formally assessed using the above rubrics. The questions contained in the self evaluation, however, relate to the standards in a broad way. For example, in order to answer question number seven, students need to understand the music skills presented in the Composition and Music Notation Rubric. Students must also draw from concepts presented in the Critique and Evaluation Rubric to complete the self evaluation.


Composition Assignment

Write a Composition Using:

1. At least two voices2. Melody, Rhythm and Harmony3. Good Voice Leading and/or Harmonic Rhythm, Arpeggios,

Bass and Accompaniment, and Bass Voice.4. Some kind of Musical Form

Process

1. Write a Measure of Rhythm and Repeat the same RhythmFollowing the Melodic Contour of the previous Measure.

2. Add Chords on Strong Beats of each Bar. 3. Repeat the Process Until Finished.4. Revise Chords to demonstrate good Voice Leading.5. Add Harmonic Rhythm to Chords, Arpeggios, Bass and

Accompaniment or a Bass Line.

Glossary of Terms

Melody - A series of notes arranged to form a recognizable unit.Chords - Three of more notes sounded together to create harmony.Rhythm - Organization of time. Musical Form - Organization of all the phrases in a composition.Arpeggios - The Notes of a chord played one after another.Voice - Soprano, alto, tenor and bass parts of a piece.Time Signature - Meter chosen at the beginning of musicBass Clef - Sign used to signify lower notes (left hand notes of the piano). Pitch - Location of musical sound on the scale Phrase - A division of musical line; a musical sentence.Treble Clef - Sign used to signify middle and upper notes of the scale.Tempo - Rate of speed that a piece is played.Voice Leading - Principles guiding progression of voice parts including: stepwise motion in the chords.Key Signature - Tonal center of a composition. Balance - No group of instruments overpowers the others.



Rubric # 2Critique and Reflection

Accurately describes composition giving detailed illustrations of how the piece was constructed. Discusses the moods or artistic intentions of the composer with ease.

Accurately uses music teminology in critique and evaluation sessions.

Accurately describes how the composition was written using a mix of music vocabulary and general terms.

Discusses the moods or artistic intentions of the composer in general terms.

Gives general description of the composition that could apply to other compositions.

Needs continual prompting in discussing moods or artistic intentions of the composer.

Has difficulty using music vocabulary accurately.

LEVEL 1

LEVEL 2

LEVEL 3

Barre City Elementary and Middle School

Barre City Elementary and Middle SchoolMIDI Composition: Evaluation, Critique and Reflection


Critique and EvaluationResponds to student work in class and from the web site

Demonstrates active listening skills including eye contact and posture

Gives helpful comments in the critique process

Responds to music through verbal and non-verbal expression

Uses descriptive words or phrases to communicate musical ideas

Accurately talks about music using appropriate vocabulary terms

Experiences a wide variety of music literature including student work, pop, world music, 20th century and historical art music

ReflectionDescribes the process for writing specified composition

Creates three Questions about composition for online discussion

Completes composition self-evaluation

Acts on suggested solutions or ideas gained

1 2 3 4 5

Evaluation Key: 1 = Always 4 = Some of the Time2 = Most of the time 5 = Rarely3 = Frequently

Student Name Date

Home Room

Barre City Elementary and Middle SchoolGENERAL MUSIC GRADES 7 & 8

MIDI COMPOSITION

PROJECT EVALUATION

NAME:___________________________ DATE:___________________

1. Briefly summarize your project. Include your planning process, resources and how your group worked.

__________________________________________________________________

__________________________________________________________________

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2. List at least three things you learned about writing music. What specific music skills did you learn or practice?

__________________________________________________________________

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3. Describe the most successful parts of this project and why they were successful.__________________________________________________________________

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4. Describe the hardest parts of this project and why they were difficult.__________________________________________________________________

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5. Which part of the project was most interesting to you?__________________________________________________________________

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6. What elements of high quality work are demonstrated through this project?__________________________________________________________________

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7. Did your composition meet all of the goals of the project? How?__________________________________________________________________

__________________________________________________________________

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8. Did you contribute to the group in a positive manner? Give examples of how you did or did not contribute.

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Teacher Comments:__________________________________________________________________

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Appendix B: Worksheets

• MIDI Composition: Getting Started!*

• Composition in C Major

• Bass Voice

• Project Description--Online Questions

* Worksheet Created By, S. Macleod and P. Tavalin.


Treble clef notes:


Composition in C Major

Bass clef notes:

Chords in root position:Label the notes

C Maj E min F Maj G Maj A min B dimD min

Chords in inversions:Label the notes and chords

Label the rhythms:

Bass Voice Work Sheetname:

Harmonic Rhythm Using Good Voice Leading:

2 3

Bass and Chords:

4 5 6

Arpeggios:

7 8 9

Connecting Chords with Passing Tones:

10 11 12

Chords in Root Position:

C Maj D min G MajE min F Maj A min B dim

Chords in Inversions:Good Voice Leading

C Maj D min


F Maj G MajA min E min B dim

13

Barre City Elementary and Middle SchoolProject Description - Online Questions

___________________________ ____________________________Composition Title

___________________________

___________________________Student Names

Project Description: How did you go about writing your composition? Please include your artistic intention, and/or the moods you may have tried to create, etc.

Online Questions: Write three questions that will help other students discuss your work. Include items such as, specific problems you may have had, technical questions about composition, etc.


Appendix C: Student Compositions

Benchmarks

• Souls After Sunshine: Example of work at the distinguished level.

• River Rafting: Example of work at the accomplished level.

• Memories: Example of work at the intermediate level.

• Sunset Blue: Example of work at the novice level.

Examples of Work Before and After It Was Critiqued

• Peaceful Rain: Example of student work before it was critiqued online.

• Online description and questions from the composers of Peaceful Rain.

• Peaceful Rain: Critique from students at Canaan Memorial School.

• Peaceful Rain (revised): Example showing revisions based on suggestions given by students from Canaan Memorial School.

• Mikravosh: Example of student work before it was critiqued online.

• Online description and questions from the composers of Mikravosh.

• Mikravosh critique from online composer/mentor, Peter Tavalin.

• Mikravosh (revised): Example showing revisions based on suggestions given by Peter Tavalin.


Use of annacrusis demonstrates sophisticated understanding of composition techniques.

Souls After Sunshine

Cohesive, singable melody throughout the composition.

Work exceeds standard. Distinguished.

Combines arpeggios and chord tones rather than block chords in the bass voice.

2 3 4

Work demonstrates a sophisticated understanding of harmony through passing tones and the Neopolitan chord.

5 6 7 8 9

Good use of balance between treble and bass voice.

Uses syncopation in the bass voice harmonic rhythm which adds variety to the piece.

10 11 12 13

Key change in bar 16 demonstrates variety. Melody is written in thirds.

14 15 16 17

Triplet rhythm adds tension to the phrase. Release of tension created by the triplets.

The beginning theme repeats demonstrating sophisticated use of form.


18 19 20 21

Elements of the A theme are used in the transition back to B.

22 23 24 25

26 27 28 29

Repetition of the B theme.

30 31 32 33

B theme is varied when it returns demonstrating sophisticated composition techniques.

34 35 36 37

Open chord voicing creates a more dramatic ending.


38 39 40

Beginning melody is cohesive andsingable or playable

RIVER RAFTINGMeets Standard at theAccomplished Level

Bass voice uses a combination of arpeggiosand block chords to provide harmonic movement.

Example of harmonic rhythm and smooth voice leading.

2 3 4

More complex rhythms such as the sixteenth notes and the dotted 8th followed by the 16th add rhythmic variety to the piece.

5 6 7 8

Rhythms are notated accuratelythroughout the piece.

9 10 11 12

Beginning melody repeated on higher notesadds unity and form to the composition

13 14 15 16

Voice leading does not move smoothly. Parallel octaves with step wise motion acts as a

transition back to the first theme.

17 18 19 20

Return of the first theme showsunderstanding of form.

21 22 23 24

25 26 27 28

29 30 31 32

Repetition of bar 29 and 30 in the bassvoice adds variety to the piece.

Appropriate instrument choices for theentire piece: Bottle Blow and pizzicatoStrings.

Composition has more than twentyfourmeasures.


33 34

Cohesive, singable melody throughout the composition.

MemoriesWork Meets Standard at the Intermediate Level.

2 3 4

Harmonic rhythm in the bass voice and the rests in the treble create an interesting interplay between the voices.

5 6 7 8

Arpeggios in the bass voice move to blockchords.

9 10 11 12

Syncopated bass voice creates tension in the phrase. Release of tension at the end of the phrase.

Rhythms are notated accurately throughout the composition. Chords relate to melody.

13 14 15 16

Repetition of first theme shows understanding of simple song form.

17 18 19 20

21 22 23 24

Voice leading is not stepwise.

25 26 27 28

Uses syncopation in the melody.


29 30 31 32

Simple Rhythms are notated accurately Throughout the piece.

Sunset Blue

Work Meets Standard at the Novice Level

2 3 4

Throughout the piece rhythms are notated accurately and the chords relate to the melody, however, rhythms and harmonies are kept very simple.

5 6 7 8

Simple but effective use of harmonic rhythm. Effective melodic sequence.

9 10 11 12

Singable cohesive melody.

Little harmonic movement.

13 14 15 16

17 18 19 20

Poor voice leading. No stepwise motion in the chords.

Demonstrates release of tension at the end of a phrase.

21 22 23 24

Repetition of A theme demonstrates understanding form.

Pick-up note connects logicall to the next theme.

25 26 27 28

Composition comes to a final point.

29 30 31 32

First Draft

Peaceful RainWork Meets Standard at theIntermediate Level

2 3 4

5 6 7 8

9 10 11 12

13 14 15 16

17 18 19 20

21 22 23 24

25 26

Revised

Peaceful RainWork Meets Standard at the Accomplished Level

First Draft

MikravoshMeets Standard at the Accomplished Level

2 3

4 5 6

7 8 9

10 11 12

13 14 15

16 17 18

19 20 21

22 23 24

25 26 27

28 29 30

31 32 33

34 35 36

37 38 39

40 41 42

43 44 45

46 47 48

49 50 51

MikravoshRevised Exceeds Standard

at the Distinguished Level

2 3 4

5 6 7 8

C/GC/G

9 10 11 12

13 14 15 16

17 18 19 20

To Coda

21 22 23 24

25 26 27 28

29 30 31 32

33 34 35 36

D.S. al Coda

Coda

37 38 39 40

41 42 43 44

45 46 47

48 49

MikravoshRevised Exceeds Standard

at the Distinguished Level

2 3 4

5 6 7 8

C/GC/G

9 10 11 12

13 14 15 16

17 18 19 20

To Coda

21 22 23 24

25 26 27 28

29 30 31 32

33 34 35 36

D.S. al Coda

Coda

37 38 39 40

41 42 43 44

45 46 47

48 49

Appendix D: Student Critique and Evaluation

• A Piece of the Sea: Project description-online questions.

• Critique #2, Green Grass: Class critique that was sent to student at Hazen Union High School.

• Critique #2, Green Grass: Individual brainstorming sheet.

• Critique #1, Minuet in G: Individual brainstorming sheet.

• Minuet in G: Example of music literature.

*Elements contained in the Critique and Reflection Rubric are used to assess material in this section.


Uses rhythmic repetition to create form.

Minuet in G

J. S. Bach

Step wise melody. Repeated rhythmic phrases.

Release of tension at the end of the phrase.


Beginning of the B section

Beginning of the C section.


Appendix E: Miscellaneous

• Assignment/Process Checklist

• Self-evaluations and Miscellaneous student writing.



MIDI Composition Assignment and ProcessChecklist

MIDI Composition AssignmentWrite a composition using:

• At least two voices

• Melody, rhythm and harmony

• Good voice leading and/or harmonic rhythm, arpeggios, bass and accompaniment and bass line

• Musical form

MIDI Composition Process Checklist

Label all of the notes on the composition in C major handout.

Write a measure of rhythm and repeat the same rhythm following the melodic contour of the previous measure. Note: Each student in the group adds two measures at a time

Add chords on strong beats in each measure. Note: Group members choose chords together

Revise chords demonstrating good voice leading

Add harmonic movement to chords and or;

Add arpeggios, bass and accompaniment or bass line (third voice).


MIDI Composition - Welcome to the Web Project · · 2005-10-18compose music within guidelines...

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