ADAPTING (from another instrument or voice to your primary instrument / voice)
EXPLORING (primary focus of this project is research / exploring)
INFLUENCE (using specific aspects of your source audio to drive / INFLUENCE your composition)
JUSTIFICATION of choice material (applies to ALL source material)
Important note regarding ADAPTING for your instrument / voice: It seems that the discussion - what changes did I have to make to make this piece work on my instrument? - is crucial to the success of the performed adaptation. Without such discussion, and perhaps with scant evidence of any changes, students have been accused of "only" transcribing the piece to the new instrument.
Student analyses an unaccompanied Scottish folk song as part of the written document. Then they use it as a stimulus for a performed adaptation, adapting the melody line for the piano and adding chordal accompaniment and discussing the changes they had to make in order to make this piece work on the new instrument. OR (but not both) they use it as a stimulus to write their own unaccompanied song, using other lyrics.
Student analyses part of a Mozart piano sonata. Then uses it as a stimulus for writing their own piano piece using an alberti-type bass line and modulating to the dominant. OR (but not both) they play the melody line on the flute and discusses what adaptations she had to make in order for it to "work".
Joy of Life/ Trout in The Bath’ is an example of an Irish Jig.
Jigs are a type of Irish dance music, which are usually characterised by certain musical features like;
Compound time signatures (commonly 6/8 )
Binary structures - which tend to alternate (ABAB)
Repetitive and ornamented melodies; usually played fast with small intervals
Rather simplistic harmony/ chordal accompaniment (sometimes including pedal notes).
Irish Jigs developed in late 16th Century England and were then taken in by many countries of Mainland Europe. They were originally used to accompany dance so their primary purpose would be for movement and entertainment as well as listening/ performance for pleasure. Most performances would take place in various types of social venues that vary in size.
'Joy of life' is a modified version of ‘The Carraroe’ Irish jig and 'Trout in the Bath' is based on ‘The Morrison’ jig. These two jigs were then modified and put together by The Corrs, a pop band from Ireland who mixed traditional Irish music with modern mainstream pop.
When performing this piece we hope to successfully show the musical elements used in typical Irish jigs. A fiddle (violin) or Irish flute usually plays the melody. In our adaptation, you will hear a fast melody played on an Irish flute keyboard patch instead. Accompanying will be piano, guitar, bass and drums (low tom drum instead of a traditional Irish bodhran drum).
For our performance, we wanted try and replicate a truthful performance of the Corrs version with inspiration from Sally Maer’s version, with some changes to match the instruments available to us. For our performance, like The Corrs we used a drum kit, piano, acoustic guitar, bass, tin whistle and I played the melodica. When learning the piece, I first played the melody on a synthesised tin whistle patch. After practising with the patch for a couple of days, the sample didn’t sound authentic. This was due to the lack of expression and articulation from the sample. With this, I then moved to the melodica, which has a similar timbre to an accordion, which is often used in Irish music. This created a more faithful adaptation.
I played the melody on the melodica with my tutor on tin whistle, who is from Ireland, showing how local the music is and made our performance more authentic. Learning how to use techniques like ‘tonguing’, and breath control, being able to time when to take breaths, is important to have enough momentum for the melodic phrase. Accompanying was a piano playing lots of sus chords, also using a D pedal note in the intro (shown in the red box below). For the acoustic guitar, we had to detune the high E string to a lower D, creating a root ‘pedal’ note. We also used a drum kit, due to not having a bodhran available to us and also to mimic the Corrs version.
For my creation exercise I have produced a short techno extract which highlights some of the key features of techno music. These include; the use of common time (4/4), a continuous four-on-the-floor kick/bass drum rhythm, looping, layering, the use of the snare or clap on beats 2 and 4 and a hi-hat played on every 16th beat. As well as the use of step sequencing, synthesisers/synthesised sounds and drum machines.
Before creating my example, I had to consider how I do not have any experience in creating electronic dance music specifically, and that I lack the access to more professional digital audio workstations (DAW), due to their cost, that may be more authentic to the actual production of techno music.
To combat these issues, I have had to familiarise myself with the typical features of techno music and the importance of loop-based composition when creating my example, as well as choosing to use an IOS app on my Iphone as a free alternative compared to more expensive and professional equipment/software. By using this method, the quality and range of the synthesised sounds I use are limited. However, having a mobile music studio in an app form makes it easy to use and still allows me to access the type of synthesisers and drum machines I need. [d1]
[d1]Try to make it explicitly linked to your research. By this I mean that you need to refer to your research on how techno is produced. For example you mentioned the use of rhythm and bass synths, namely the TR-808 and Tb-303, so you would need to write about how your research influenced your creation and if you used these specific synths or had to use similar versions, or had to adapt. You are kind of doing this as it is implied that your creating would be based on what you have learned. However, implying is not enough; you need to be specific.
The example above and below are draft submissions from two year 12 students who both play piano as their first instrument.
The written explanation is part of the written component.
I downloaded a clip from the film Mission: Impossible – Fallout, from 2018 and loaded it into cubase. With this 1 minute clip, I removed the original audio and recorded my own music to it. With most action films using an orchestra, I decide to do the same giving me a range of instruments to experiment with. The vst orchestral pack gave me orchestral sounds. I started coming up with a motif which. The violin motif has chromaticism creating a tense dramatic melodic line to match the dangerous environment the characters in. With this I added another motif with a cello playing a low G note played staccato giving the overall rhythm. To accompany these two leitmotifs I added mezzo forte strings, trembling on a low G in the background adding to the dangerousness. Likewise I recorded brass playing a low G note with spiccato adding to the tension. As the character climbs the helicopter, to represent the ascend in the characters action, I recorded a French horn playing a 5th giving a sense of lift and achievement. As the character jumps onto the edge of helicopters door, a crash cymbal enters with sforzando brass playing a mid range G minor chord. As the two characters look at each other, to build tension I recorded tremolo strings ascending in 3rds sustained with a quiet timpani rolling. As the characters lunge at each other, a new section begins with a new leitmotifs being played on strings, timpani's and brass play the new rhythm with semiquavers being played on high-hats over it.
Section 2: Statement on the creating exercise – Track 2 – 1:00 min
I wanted to learn and understand how film music is used to enhance film and how it is used to convey emotions, using different instruments and techniques to create emotion.
Looking deeper into film music, I have explored how leitmotifs are used, and how they represent characters and objects, likewise how time and location can be represented. For my creation, I wanted to explore more with the orchestra. This was because the orchestra is a prominent and the most popular way to create soundtracks for film in mainstream cinema. For my creation, I used Cubase Elements 10. I first downloaded a film clip from 'Mission: Impossible – Fallout', 2018. With this 1-minute clip, I imported the clip into Cubase and removed the original audio, then recorded my creation over the top. With most action films using an orchestra, I decided to do the same using a VST orchestral pack, providing me with a wide range of instruments to experiment with.
I started coming up with a leitmotif in G-Minor. I used a violin, implementing chromaticism (shown in the red box below), with a sharpened 4th. This is important as it creates tension in the melody, matching the character's dangerous environment. The ‘Mission: Impossible Theme’ also uses chromaticism, also implementing a sharpened 4th.
I added another motif with a cello playing a low G staccato note in unison with the brass playing legato. I added mezzo-forte strings, trembling on a low G note in the background to accompany the leitmotifs. This thickens the texture, and the tremolo provides tension to the danger on screen. I recorded a French horn playing a 5th interval and at one point rising in dynamics on the D, representing the ascent in the character's actions. A crash cymbal enters with sforzando brass playing a Gm chord while the character leaps onto the helicopter's door (shown in the score below). As the characters faced each other, I recorded tremolo strings ascending in minor 3rds, sustained, with a quiet timpani roll. Timpani and brass chords create a new rhythm in this new section, with semiquaver hi hats accompanying to aid the increased pace. New accented motifs enter on strings, with chromatic notes used in the string phrase.
Assessement Details
Music Guide - Just Exploring Section
Exploring Handout - with Grade Descriptors
Exploring Upload Packaging Details
Examiner Instructions for Exploring Project
Eploring COVER SHEET
Step by Step Process <- Click to copy google doc
Wrotham School Music Exploring Project Info
Grading Criteria <- Click to copy