Hi! My name is Dahlia Rostom (She/Her). I was born in Ottawa, but lived in Calgary for seven years! I have been at Elmwood since 2013, and am graduating this spring. I am happiest when spending time with my family, but I also have many other hobbies I enjoy very much: I have been a competitive rower for five years and previously a swimmer, but also enjoy the arts such as drawing and sewing. Some of my favourite musicians include Nilufer Yanya, King Krule and Ichiko Aoba.
As a kid, I spent many years switching between musical instruments: from the violin, to the piano, then the flute. Eventually, five years ago, I began learning the classical guitar. Between learning my favourite songs, to playing for my family, or in regional competitions, I get more and more passionate by the day! This past year, I competed in the Kiwanis music festival in Ottawa, and was invited to attend the OMFA competition in Niagara for Grade 6 Guitar. Being able to push myself musically and technically on the guitar is extremely fulfilling. I learn the musical histories behind each composition, while also inputting my own stylistic choices. The guitar’s versatility allows me to not only specialize in classical repertoire: I have learned pieces ranging from sambas, all the way to rock and folk. Both my brother and dad are passionate about the guitar too, so this allows me to learn songs with them, and we appreciate different aspects of the instruments together!
This composition "Ripple" was written for the Standard Level IB Portfolio, meeting the Area of Inquiry of music for the digital and technological age. Using Logic Pro, the physical structure of a ripple was translated in musical form: originating from a single point, water ripples gradually swell, then dissipate. A looped chord progression on acoustic and electric guitar keeps the composition grounded, while fragmented elements of arpeggiation in MIDI are gradually introduced through cycles. A contrasting section with reverbed guitar and echoing kalimba produces a thin, airy, and water-like ambience, further enhanced by manipulating the EQ of each instrument. Writing this composition was equally satisfying as it was challenging. I originally came up with the core chord progression on the guitar, and created an arpeggio pattern in 7/4. I inputted all of my ideas into Logic Pro, creating different textures by pulling out the top voices of the arpeggio pattern, and shifting them over by a couple notes to create different melody lines. I had never used Logic Pro to import my own audio clips as well as MIDI tracks, so lining up all of the tracks, and making sure my playing was steady and on time, was quite a challenge. Despite that, I am very proud of the ambience I created. I wanted to favour thin, bright tones in the melody, while using enveloping, echoey sustained notes to achieve the desired washy, dreamy ambience.
This composition was inspired by the compositional style of Joe Hisaishi, a Japanese composer who created many scores for the Studio Ghibli films. Hisaishi uses traditional Japanese sounds, as well as Western music with big, grand orchestras in all of his works. In order to mimic his romantic style, my instrumentation included the flute, horn, violin, contrabass, harp, and piano. In addition, my structure follows an ABA form, one typically used by Hisaishi as well.
My composition, entitled "The Traveller’s Theme", was inspired by the heroic and romantic tone and mood of the main theme from Castle in the Sky. I wanted to play with naturalistic themes as well, so I additionally took inspiration from the theme from My Neighbour Totoro.
"The Traveller's Theme" expresses an individual journey of a character; though it is not a specific story, I felt as though the A section of my music depicted the wonders of an adventure, whether it is on a small or large scale. As for the B section, I was inspired by nature and intended for an introspective and slow-paced section to offset the A section. Without having a definite theme in mind when starting this composition, I allowed my ideas to form as my music progressed and therefore was able to create three distinct sections that worked in cohesion with one another.
he goal of my composition "A Rising Sun" was to portray the stages of a sunrise in the form of music, hence its title. By structuring the work in the form of ABC, I wanted to represent three different moments: the starry sky before the sun rises; the liminal phase when the sky begins to change colour; and finally, when the sun is in sight and it illuminates the surrounding scenery. I then created three different motifs for each of the stages listed above which guided me to create full melodies. The first melody is in the key of A minor to represent the mysterious yet tranquil qualities of the night sky. To reflect these qualities, there is a lot of slurring in the flute and also the tempo in this section is the slowest of the three. The second melody uses an A Phrygian Dominant scale which is able to portray a very mystical sound. For this melody, I was heavily inspired by Gregorian chants, particularly in the first two bars. It starts off slow but gradually picks up throughout the entire section to represent the speed at which the colours in the sky shift as the sun rises. Finally, the last melody ends in the key of A Major which modulates to F# Minor at the end. This final section is much brighter and much faster to represent the climax of a sunrise. To give it a light, bouncy quality, this melody includes more detached articulations as well. Overall, the main melody is played by the flute and the harp plays both the bass and the harmony. I think these two instruments have timbres which correspond with the setting of my piece as a whole.
For Standard Level IB Music’s criteria of "Experimenting with Music," I adapted a single melody into three different contexts and styles. I chose the melody from Hans Zimmer’s "Paul’s Dream," from Dune because ever since watching the film, the haunting tune has stuck with me. Below are the two most successful experimentations. Both of these compositions posed challenges as I walked the line of taking elements from the source material to inspire my work, without directly recreating them. To avoid this, I ensured to vary intervallic distances, change the key, and include my own creative liberties.
I reimagined "Paul’s Dream" into a Gymnopédie by Érik Satie. This was completed by transposing the melody to a tonal key, and playing it on the piano. It’s ABA’ form mimics the form of Satie’s compositions. The left hand plays a descending and alternating bass line, and the right plays the melody. Similar to "Gymnopédie No. 1," the chords in the bass are broken up into two subdivisions. Initiating the piece with the descending bassline establishes a melancholic tone. As the melody develops within the B section, the rhythmic and harmonic variation of the left hand proportionally builds intensity. Breaking the chords into smaller subdivisions increases the pace of the section and creates an impulsive, emotional melody which contrasts section A. The final restatement of the A’ melody contrasts what has previously been heard as the chords are played in the right hand and the melody is played in the left. The light, dreamy chords conclude the piece and parallel the composition’s introduction.
The romantic soundscape of John Williams’ "Leia’s Theme" was adopted to create a consonant rendition of "Paul’s Dream," whose instrumentation and structure were developed to fit within the style. The flute, horn, violin and harp mimicked the orchestral instrumentation of “Leia’s Theme.” The smaller subdivisions of the violin’s arpeggiated accompaniment created an allegro pacing throughout the composition which was contrasted by the melody’s sustained notes. The harp’s intricate texture filled the empty spaces in the melody, the instrumentation and texturing were present in "Leia’s Theme." The AA’ was established with the horn and violin for A, and the harp, piccolo and horn for A’, establishing the climax. The horn’s countermelody creates a playful tone alongside the piccolo as they expand upon each other. The finale joins the sections together, gradually diminishing the energy, tempo and complexity of the sections.
Being the first ever samba I’ve learned, "Samba Do Aviao," challenged me unlike any other piece I’ve played before. The heavy syncopation and amalgamation of the melody and harmonies within my right hand playing forced me to reassess my previous knowledge on music notation and classical techniques. My Western ear took a considerable amount of time to fully understand how to count the complex syncopated rhythms, and I had to train my right hand to be very conscious of letting the melody shine, and having the middle harmonies and bass notes support it. Because of all of the challenges, I feel an immense amount of pride in learning this composition, and know that there are still so many directions I can go with interpreting the harmonic structure and improvisatory elements.
I have been working on this arrangement of Joe Hisaishi’s "Merry-Go-Round of Life" since 2021. Initially learning it and quickly realizing it was greatly above my skill level, I would constantly revisit this piece and gradually make more and more progress. This year, I made it a goal of mine to perform this piece, because I felt I had reached a level where the challenging barre chords, fast transitions, and musical ideas could all be executed. The tempo change, arpeggiations, and silences in this composition were all very challenging, but I am proud of my long-lasting dedication to learning this piece. I am far from mastering it completely, but this recording is just one step closer to achieving my goals in the future with this beautiful and timeless composition.
This is my performance of Leo Brouwer’s "Study No. 6", which earned first place at the OMFA for Grade 6 Level Guitar.
This is my classical guitar performance of "Choro" by Domingo Semenzato and "Rose in the Garden" by Carlo Domeniconi.