Compose with consistency of style, coherence of musical ideas and a degree of individuality, and by making the most of the instrumental resources
Ask learners to compose pieces for more than one instrument, e.g. percussion ensemble or percussion with other instruments.
Compositions for more than one 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 instruments.
Support learners in refining, notating and evaluating their ideas.
Challenge learners to explore their chosen style through using more complex structures, more syncopation, and longer phrase lengths.
Provide guidance on writing for other instruments/voices.
Provide opportunities for learners’ compositions to be performed, if possible in public, and make recordings to help evaluation.
Ask learners to write programme notes for their pieces, including details of background, style, intention and outcomes.
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