Part 1 - Project 1, Projects

Project 1 – solos

DHRmusic

I wrote my studies for snare, gong and wood block today. For the sake of formatting I will have each study subtitled below:

Time for a change – wood block study

I found this composition came quite naturally. I had to take influence from the given example in my student book. I used the same instruction (lively) because I wanted to display the jokey and lively side of the wooden block. I built in aspects of my own personality in the to=he composition by playing around with the time signatures. This keeps the listener guessing. I also found that this helped me to contrast my very strict 2/4 march. The difference lies within the fluent movement of time signatures and the added syncopation on the wood block.

 

March in Time – study for snare

The march begins with the same rhythm as the “20th Century Fanfare” that fox media use in their signature theme.  This also happens to be one of the rhythms that a lot of marching bands use as an introduction to their marches. I then took out the dotted quavers and reverted to straight quavers as this is a more traditional march rhythm and feel. I then incorporate the use of tremolo lines. These help to make a score easier to read and look more professional. I added grace notes for extra technique practice and also as it helps maintain a listeners interest. It is a popular technique in all marches on the snare line.

The written rhythmic feature that i used at the beginning of this study contrasts to the crotchet quaver feel of the 12/8 study as there is much less emphasis on the written semi-quaver in the 2/4 than the quaver written in 12/8.

Suspended Gong study 

The gong study is aimed at having a suspended sound and a slower rhythm. It is also aimed at keeping crescendo and diminuendo consistent with each other. The Crescendo and diminuendo played by a gong have a huge effect in a piece of music. I did have to re-cap over the student booklet to revise how to write to  maintain a long note on this kind of instrument. This contrasts from my other studies because it is all long tied notes, I used semi-breves and minims as opposed to quavers and semi-quavers.

Personal Development

Listening concerns

DHRmusic

Today, I read over one of the learning resources provided by the O.C.A. entitled “making notes on listening to classical music”. The reason for my doing this is that its been a long time since I have had to take written notes on music. My main concern is that i will need to rebuild my critical listening skills.

I found the step by step guide on listening most useful as it breaks down the process in to east to manage chunks. This gives me an idea of how to format my page;

First, I need to analyse the basics. What instruments can I hear? What is the tempo? Is the harmony consonant or dissonant? How clairvoyant is the message of the piece of music i am listening to. What are my opinions on what I am hearing?

The next step is to think about the personal experience that I encounter as I listen to the music. I.E. how does the piece effect my emotions or what images develop as the piece progresses?

Thirdly I have to pay attention to the technical aspect of the piece of music. This is where, without a score, I may struggle until a re-build my critical listening skills. I aim to develop my ear as it will help when I conduct my band or when I perform on my own instrument. The technical aspects which I will need to understand include;

  • What is the main Melody line?
  • How is this piece structured?
  • How are the instruments used? (what does it represent)
  • Are there any solo lines or key instruments?
  • How often do the Harmonies change?
  • How are the chords voiced? (inversions? suspensions or resolutions?)
  • How is dissonance used in the piece?

My next step is to think about who the audience of the time would have been. Where would the piece have been performed? who would perform the piece? I then have to compare the music to a modern day performance. After these steps, I can form my own opinions IE what I like and dislike.

The next step is then to talk about other works including influences on other composers & comparison to their work. Can the message of the music be heard? Is there a political agenda to the composition or does it create a picture of any sort? Can I hear any influences from other pieces and styles of music?

After I have noted these factors, I need to analyse my own opinions. Have they changed? did I miss any detail(s) that I now understand? Can the experience help me analyse other works of the same composer. Has the music left a lasting impression on me?

After having read this material I now feel more capable of critically listening and analysing the music. Through reading the music notes and reflecting on them, I have realised some of my strengths and weaknesses. I can identify key instruments well and I feel I have a competent understanding of the relationship of harmony, but, I struggle when I have to analyse the extremely subtle parts of the technical aspects of an advanced score. This is a skill that I aim to develop as the course progresses.