Composition in the Private Studio

Composition in theComposition in thePrivate StudioPrivate Studio

A blog written byA blog written by

Amy Rose ImmermanAmy Rose ImmermanOwner, Cincinnati Music Academy, LLCOwner, Cincinnati Music Academy, LLC

amy@cincinnatimusicacademy.comamy@cincinnatimusicacademy.com

This blog covers…This blog covers…

How to get startedHow to get started Teaching compositionTeaching composition

♪ Intuitive vs. non-intuitive studentsIntuitive vs. non-intuitive students♪ Lyrics?Lyrics?♪ Multiple instruments?Multiple instruments?

The actual processThe actual process The finished productThe finished product

Getting StartedGetting Started Make this a summer projectMake this a summer project Get notation software, and learn to use it Get notation software, and learn to use it

beforebefore your program begins your program begins Have a computer & preferably a midi Have a computer & preferably a midi

keyboard in your studio, or teaching areakeyboard in your studio, or teaching area

Things to consider…Things to consider… Specific dates or offer anytime?Specific dates or offer anytime? Close studio to regular lessons & focus Close studio to regular lessons & focus

solely on composition, or integrate into solely on composition, or integrate into regular teaching week?regular teaching week?

Meet weekly, or condense the process Meet weekly, or condense the process into one or two weeks?into one or two weeks?

Class or private?Class or private? Minimum age or ability?Minimum age or ability?

Advertise – of course!Advertise – of course! If this is new, start with your own studentsIf this is new, start with your own students

WebsiteWebsite

FacebookFacebook

Studio FlyerStudio Flyer

Newsletter / e-mail to your students & Newsletter / e-mail to your students &

clienteleclientele

ColleaguesColleagues

Most important words…Most important words…

No Experience NecessaryNo Experience Necessary Individual program – 5 hours (+/-)Individual program – 5 hours (+/-) Tuition includes materials, 5 copies Tuition includes materials, 5 copies

of published composition, of published composition, competition materialscompetition materials

Base the tuition on your regular Base the tuition on your regular hourly rate, plus above materialshourly rate, plus above materials

Composition Class – option?Composition Class – option?

Get your flyer and application into the hands of area teachers & students!

If you teach a class…If you teach a class…

Text used for group program is:Text used for group program is:Young Composers Notebook (3 Volumes)Young Composers Notebook (3 Volumes)

By Francis Balodis,By Francis Balodis,Frederick Harris MusicFrederick Harris Music

Music by Me, Five VolumesMusic by Me, Five VolumesKevin Olson and and Wynn-Anne Rossi

FJH MusicFJH Music

Getting Started!Getting Started! Some materials Some materials

are very basic…are very basic…

Start at the Start at the piano withpiano with♪ Clipboard or lap Clipboard or lap

deskdesk♪ PencilPencil♪ EraserEraser♪ Ruler (optional)Ruler (optional)♪ Blank staff Blank staff

Other materials include…Other materials include…

Piano and/or keyboardPiano and/or keyboard

ComputerComputer

Notation SoftwareNotation Software

MusicArrangers.com/instrumentsMusicArrangers.com/instruments

Will the song have words?Will the song have words? As soon as a student registers, ask if he or As soon as a student registers, ask if he or

she wants lyricsshe wants lyrics

If the student wants lyrics, itIf the student wants lyrics, it’’s easier if they s easier if they are original (to avoid copyright issues)are original (to avoid copyright issues)

Students must bring lyrics to the first Students must bring lyrics to the first sessionsession

Rough Drafts Rough Drafts are fine!are fine!

Lyrics give you a jump start – Lyrics give you a jump start – they provide the rhythm!they provide the rhythm!

Reciting the lyrics gives us the rhythmReciting the lyrics gives us the rhythm With the rhythm in place, the meter is With the rhythm in place, the meter is

determineddetermined Next, determine a keyNext, determine a key Decide if an introduction is Decide if an introduction is

appropriate?appropriate?

Original Lyrics –Original Lyrics –

Alien Attack,Alien Attack,

Patrick, age 10Patrick, age 10

Repeating lines Repeating lines (highlighted) (highlighted) became the became the

chorus.chorus.

Rhythmic Dictation…Rhythmic Dictation…

Remember that part of your music Remember that part of your music training?training?

Lyrics give you a jump start – they Lyrics give you a jump start – they provide the rhythm!provide the rhythm!

Aliens come attacking us and that is why weAliens come attacking us and that is why we’’re re here.here.

With the rhythm in place, the meter is With the rhythm in place, the meter is determined.determined.

A key is determined – major or A key is determined – major or minorminor

Alien AttackAlien Attack – scary song, definitely – scary song, definitely minor!minor!

Do you want an introduction before Do you want an introduction before the words begin to set the mood of the words begin to set the mood of the piece?the piece?

Can the intro sound Can the intro sound ““spacey?spacey?”” How do you want the chorus to How do you want the chorus to

Whatever you do, make sure the Whatever you do, make sure the composition is within the studentcomposition is within the student’’s s ability to perform. In the chorus of ability to perform. In the chorus of ““Alien AttackAlien Attack””, notice the simple LH , notice the simple LH octaves and basic chord inversions. octaves and basic chord inversions. Throughout the verse, notice the Throughout the verse, notice the simplicity of LH. Add fingering if the simplicity of LH. Add fingering if the student needs it.student needs it.

Alien Attack Chorus

LaurenLauren’’s Pieces Piece

Non-intuitive studentNon-intuitive student No confidence improvisingNo confidence improvising TeacherTeacher: : ““LetLet’’s just fool around on the s just fool around on the

piano, make up a little melodypiano, make up a little melody”” LaurenLauren: : ““Do I have to?Do I have to?”” ““Listen to this blues scale. Do you like Listen to this blues scale. Do you like

that sound?that sound?”” ““Whoa, thatWhoa, that’’s cool!s cool!””

Have stuent play this simple Have stuent play this simple accompaniment while teacher improvises accompaniment while teacher improvises with the blues scale.with the blues scale.

This is SO cool!This is SO cool!

Okay, switch parts!Okay, switch parts!

The blues scaleThe blues scale Show student how to play a blues scaleShow student how to play a blues scale

DonDon’’t panic, yout panic, you’’ll make it easier…ll make it easier…

Put blue tape on the blue notes!Put blue tape on the blue notes!

Now, letNow, let’’s improvise!s improvise!

I donI don’’t wannat wanna DonDon’’t tell me, show me!t tell me, show me! Do I have to?Do I have to? Yes, you have to!Yes, you have to! I donI don’’t wannat wanna So I played… which uses the rhythm of So I played… which uses the rhythm of ““I I

dondon’’t wannat wanna””

That became…That became…

I donI don’’t wannat wanna::

Of course, there has to be more…Of course, there has to be more…

What did you do last weekend?What did you do last weekend? I went to a birthday partyI went to a birthday party How was it?How was it? We went to a movie – we saw Garfield. We went to a movie – we saw Garfield.

My friend really likes Garfield.My friend really likes Garfield. Okay…. LetOkay…. Let’’s put that into our piece!s put that into our piece!

My friend, likes GarfieldMy friend, likes Garfield

Anything worth doing once, is worth doing Anything worth doing once, is worth doing twice.twice.

One more ideaOne more idea

What else have you been up to lately?What else have you been up to lately? Well, I went to Las Vegas for my birthday Well, I went to Las Vegas for my birthday

party!party!

3 rhythmic motives made 3 rhythmic motives made the piecethe piece::

I donI don’’t wannat wanna

My friend likes GarfieldMy friend likes Garfield

I went to Las Vegas for my I went to Las Vegas for my birthday partybirthday party

A song without lyricsA song without lyrics

Discuss moodDiscuss moodCreate a storyCreate a story

♪ Family vacationFamily vacation♪ Vacation Bible SchoolVacation Bible School♪ Fact or fiction!Fact or fiction!

But then what?But then what?

Where do the first notesWhere do the first notescome from?come from?

If student has no musical ideas of his If student has no musical ideas of his own, help create them by asking own, help create them by asking questions…questions…

Will your piece be:Will your piece be:♪ Happy or sad, scary, new age?Happy or sad, scary, new age?♪ Fast or slow?Fast or slow?♪ Smooth or bouncy? Will you use pedal?Smooth or bouncy? Will you use pedal?♪ Combinations of the above?Combinations of the above?

Getting started from scratchGetting started from scratch Improvise – question and answer phrasesImprovise – question and answer phrases

Choose key comfortable for the studentChoose key comfortable for the student

Each composition needs 2 or 3 motives – 2 is Each composition needs 2 or 3 motives – 2 is finefine

Create melody first - accompaniment laterCreate melody first - accompaniment later

Once you have a motive or two...Once you have a motive or two...♪ The piece practically writes itself with the The piece practically writes itself with the

use of several composition techniques.use of several composition techniques.

Composition TechniquesComposition Techniques

MotiveMotiveA musical ideaA musical idea

RepetitionRepetitionRepeat the motive Repeat the motive higher, lower, in higher, lower, in the other handthe other hand

SequenceSequenceRepeat the motive Repeat the motive on a different pitchon a different pitch

Composition TechniquesComposition TechniquesInversionInversion

Repeat the motive upside Repeat the motive upside down!down!

RetrogradeRetrogradeRepeat the motive Repeat the motive backwards!backwards!

Rhythmic ShiftRhythmic ShiftShift the motive to a Shift the motive to a different position in the different position in the measuremeasure

FragmentationFragmentationRepeat a portion of the Repeat a portion of the motivemotive

A basic recipe toA basic recipe toconstruct a piececonstruct a piece

8 or 16 measure sections8 or 16 measure sections Question / answer phrasesQuestion / answer phrases

♪ Questions end on dominantQuestions end on dominant♪ Answers end on tonicAnswers end on tonic

Two motives – keep it simple!Two motives – keep it simple! A B A form – good to start withA B A form – good to start with

A B A FormA B A Form

Major – relative minor – majorMajor – relative minor – major Major – parallel minor – majorMajor – parallel minor – major Minor – major – minorMinor – major – minor Fast – slow – fastFast – slow – fast Slow – fast – slowSlow – fast – slow Legato – staccato – legatoLegato – staccato – legato RH melody – LH melody – RH melodyRH melody – LH melody – RH melody

What about the accompaniment?What about the accompaniment?

Sometimes accompaniment is put in Sometimes accompaniment is put in after each section is written. Other after each section is written. Other times, you can wait until the entire times, you can wait until the entire piece is done.piece is done.

If student has accompaniment ideas, If student has accompaniment ideas, great!great!

If not, offer suggestions and let the If not, offer suggestions and let the student choose.student choose.

Accompaniment ideasAccompaniment ideas Alberti bassAlberti bass

Broken chord Broken chord

Accompaniment ideasAccompaniment ideas Broken ChordBroken Chord

Accompaniment ideasAccompaniment ideas Solid chords / open fifthsSolid chords / open fifths

Boogie Bass – Open intervalsBoogie Bass – Open intervals

Accompaniment ideasAccompaniment ideas Tonic - DominantTonic - Dominant

Accompaniment ideasAccompaniment ideas

Basic octavesBasic octaves

New AgeNew Age

Accompaniment ideasAccompaniment ideas

Basic chord progressionBasic chord progression

Be creative!Be creative!

Michael…Michael…♪ Age 9

♪ 4th Grade

♪ Mr. Fancy Pants made it to MTNA National in 2005

♪ One motive; ABA major, minor, major,B part – inverted motive

Intuitive StudentsIntuitive Students

Piece is already made upPiece is already made up Listen with student and determineListen with student and determine

♪ rhythmrhythm♪ time signaturetime signature♪ keykey

Sometimes it helps to record itSometimes it helps to record it Offer stylistic and musical suggestions Offer stylistic and musical suggestions

as neededas needed

Butterflies – orig. sound file

JessicaJessica’’s Six Published Piecess Six Published PiecesPiano/Voice

Piano/Voice

Piano/Flute/Viola

Piano/Violin

♪ Age 13, 7th Grade

♪ 9 years of piano lessons

The student must be able to perform The student must be able to perform the piece s/he writesthe piece s/he writes

Keep within studentKeep within student’’s playing abilitys playing ability All pieces are handwritten at the pianoAll pieces are handwritten at the piano

♪ Start with blank staff paperStart with blank staff paper♪ Student draws every clef, brace, grand Student draws every clef, brace, grand

staff, etc.staff, etc.

Back to the process…Back to the process…

The writing The writing takes the takes the

most amount most amount of time, but of time, but

the students the students learn a lot! learn a lot!

What a great What a great way to way to

The finishing touches…The finishing touches… DynamicsDynamics Tempo markingsTempo markings Pedal marksPedal marks FingeringFingering Expression marksExpression marks

♪ FermataFermata♪ PhrasingPhrasing

After writing is done, move to the After writing is done, move to the computer!computer!

Teach students how to use your Teach students how to use your notation software. Student sits in the notation software. Student sits in the ““driverdriver’’s seats seat””

Student enters piece into the computerStudent enters piece into the computer First hand experience is gained First hand experience is gained

marking slurs, pedal, dynamics, marking slurs, pedal, dynamics, articulation marks, finger numbers, articulation marks, finger numbers, ties, octave signs, lyricsties, octave signs, lyrics

Students are Students are fascinated with fascinated with Finale!Finale!

When the piece is finished, When the piece is finished, students create their own students create their own

composition coverscomposition covers It has to be on a 8-1/2 x 11 piece It has to be on a 8-1/2 x 11 piece

of paper, with a half-inch borderof paper, with a half-inch border

May be hand drawn or computer May be hand drawn or computer

generatedgenerated

Send electronically to teacherSend electronically to teacher

Finished pieces are Finished pieces are professionally publishedprofessionally published

1111””x17x17”” card stock paper (90#) card stock paper (90#)

Print shops do it better than Print shops do it better than ‘‘do-it-yourselfdo-it-yourself’’

shopsshops

MTNA members have an Office Depot discount! MTNA members have an Office Depot discount!

Download discount card from MTNA website.Download discount card from MTNA website.

If the If the back back side side isnisn’’t t used used for for

music, music, strut strut your your stuff!stuff!

when a work is createdwhen a work is created Students own the copyright on their Students own the copyright on their

musicmusic Registering a copyright establishes a Registering a copyright establishes a

public record of the copyright claim. public record of the copyright claim. The author may file a suit for any The author may file a suit for any infringement of copyright only if the infringement of copyright only if the copyright has been registered.copyright has been registered.

Sample Copyright VerseSample Copyright Verse

© 2005 Student Name. Published by A © 2005 Student Name. Published by A Rose Piano, Inc. 7420 Montgomery Rose Piano, Inc. 7420 Montgomery Road, Cincinnati, OH 45236. All Rights Road, Cincinnati, OH 45236. All Rights Reserved.Reserved.

The finished composition…The finished composition… Compositions are entered into MTNA Compositions are entered into MTNA

and NFMC competitionsand NFMC competitions OFMC has an adult composerOFMC has an adult composer’’s contests contest Compositions are performed in fall Compositions are performed in fall

recital (really motivates others)recital (really motivates others) Student receives 5 copies of their Student receives 5 copies of their

published piece (included in published piece (included in composition tuition)composition tuition)

Finished pieces used to add a Finished pieces used to add a colorful border to my studio wall!colorful border to my studio wall!

REWARDS!REWARDS!

Adults win big in NFMC! $600 PRIZE!

Young students are motivatedYoung students are motivated

David, age 6

Celebrate Piano! ® Lessons & Musicianship 1A

Eleanor, age 7Eleanor, age 7

““Nor do I hear in my Nor do I hear in my imagination the imagination the parts successively, I parts successively, I hear them all at hear them all at once. ...All this once. ...All this inventing, this inventing, this producing, takes producing, takes place in a pleasing, place in a pleasing, lively dream."lively dream." (Wolfgang Amadeus (Wolfgang Amadeus Mozart, 1756 -1791)Mozart, 1756 -1791)

““To compose music, To compose music, all you have to do is all you have to do is remember a tune that remember a tune that nobody else has nobody else has thought of.thought of.”” (Robert (Robert Schumann, 1810-Schumann, 1810-1856)1856)

We have a duty We have a duty towards music, towards music, namely, to invent namely, to invent it.it. ( (Igor Stravinsky, Igor Stravinsky, 1882-1971)1882-1971)

ItIt’’s an unforgettable experience!s an unforgettable experience!

There is There is a lot a lot of pride!of pride! Parents are proudParents are proud Students are proudStudents are proud Relatives are proudRelatives are proud Music teachers are proudMusic teachers are proud Win – win – winWin – win – win

Are you ready to teach Are you ready to teach composition?composition?

Ready, set, go! Ready, set, go!

Amy Rose ImmermanAmy Rose Immerman

Composition in the Private Studio

Education

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