Compose with consistency of style, coherence of musical ideas and a degree of individuality, and by making the most of the vocal resources
Ask learners to compose pieces for more than one voice, e.g. a part song or solo voice and piano/other instruments.
Compositions for more than one voice/instrument provide opportunities for learners to explore different textures. Learners can use techniques associated with pieces being learnt. These may include contrapuntal textures and more complex structures, and can involve a higher level of technical difficulty for the performer. Alternatively, limitations may be imposed, e.g. thematic, structural, technical. Encourage learners to exploit the idiomatic potential of voices and instruments.
Support learners in refining, notating and evaluating their ideas.
Provide guidance on writing for instruments.
Ask learners to write programme notes for their pieces, including details of background, style, intention and outcomes.
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