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This document is not an instruction manual but rather a suggestion guide to give you ideas for the HSC Music 2 composition portfolio to try and reduce stress levels. Please do not think that these are your requirements. There are in fact no actual rules or requirements. Please do not use this format without first discussing it with your school Music teacher, as each school may interpret the HSC syllabus in their own way. However, please note that the portfolio is all about documenting your composition process. The first suggestion is that you should use the December/January break to research your composition and start putting your portfolio together. If you have no idea what you are going to do, the best way to get ideas is to look at sheet music and listen to as many recordings as possible. Visit libraries that have music and look at as many compositions as possible. The Australian Music Centre (AMCOZ) at 10 Hickson Road, The Rocks, Sydney is worth a visit if you are composing a piece with an Australian theme. The library is open during the week, but call before you go (02) 9247-4677. They have a large collection of both sheet music and recordings. CDs can be borrowed but remember to take your student card when you go. Most universities have large sections of sheet music and even if you are not a student at the university they will allow you to access the music. Most libraries are open 7 days a week but again you should call before you go. Not all the music can be borrowed, but you will be able to do research.
Good luck.
Information in this document can be found at: http://www.boardofstudies.nsw.edu.au/syllabus_hsc/ www.curriculumsupport.education.nsw.gov.au If you have any further ideas for this guide, please send me an email to lizh4@hotmail.com
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TABLE OF CONTENTS
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draft compositions with annotations of teachers comments background listening, musicological observations and performance within the style the decision-making process the development of compositional skills performance considerations notational systems utilised, adapted and/or invented reflections on the composition evidence of technological processes used, e.g. audio tapes, video tapes, computer print-outs, if relevant appraisals of stages of own composition teacher appraisals
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Details:
1. HSC REQUIREMENTS FOR COMPOSITION This section should contain: a copy of your requirements from your school and class music teacher a copy of the requirements detailed in the Board of Studies syllabus specific for your year. If you print these and read them carefully, you should have no misunderstanding of your requirements any other notes or instructions such as assessment notifications 2. BACKGROUND LISTENING You should listen to as many recordings of pieces of music that have been written for your chosen genre/period and style of the piece that you are composing Create a spreadsheet/table with the details of the pieces that you have listened to. Suggestions of details: Date listened to Name of piece of music Composer Media that piece was recorded onto Comments/your thoughts
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3. MUSICOLOGY OBSERVATIONS AND PERFORMANCE WITHIN THE STYLE Research the genre of your composition. e.g. Jazz, Ragtime, Australian Music in the last 25 years, Baroque etc. You should look for good descriptions, elements, music components, style, instruments, composers and any other useful notes that you may find You need quality notes not every article that has ever been written maximum 15 pages Analyse the 10 best pieces that you find and detail your findings in a spreadsheet: Date Title of piece Composer Source Specific listening focus e.g. for composition ideas and structure Critical comments e.g. components (analysis of piece) This section can also include sheet music of pieces that you find. However, please remember that the portfolio is kept by your school and you will not get this music back. 4. DECISION-MAKING PROCESS This section is your process diary and the decisions that you make while writing your composition. It should be in date sequence (like a diary) and should include sections (where possible) of your composition to explain your decisions. Discuss: How you arrived at the style/genre that you chose Your choice of performing media what affect it creates Development of skills (e.g. transformation, inversions, layering, retrogressions, fragmentation, etc.) Why you have made the decisions while composing and what effect/impact they create in the music.
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5. DEVELOPMENT OF COMPOSITION SKILLS This section should include a discussion of the composition skills that you used in your composition. You should try and talk about the techniques that suit your particular performing media, creating variety to add interest through the use of expressive techniques, elaborating on the motif used, harmony, dynamics, texture and duration in your composition. Some examples are: Transformation Inversions Layering Retrogressions Fragmentation Ranges Colours You should also include performance considerations such as the use of different instruments e.g. the harp
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6. NOTATIONAL SYSTEMS UTILISED, ADAPTED AND/OR INVENTED Notation systems used: Computer (e.g. Sibelius, Finale, Cakewalk, MIDIS) Hand written Three types of notation: o Graphic o Electronic o Acoustic Time - seconds and bars should both be shown
7. REFLECTIONS ON THE COMPOSITION In this section you should reflect on your composition. This should include your feelings, thoughts and reflections on your complete or almost complete composition - both the positive and negative thoughts and feelings of your compositional process. This section is normally written once the composition is complete, but remember to do it before you hand in your portfolio for the final appraisal. 8. EVIDENCE OF TECHNOLOGICAL PROCESSES USED COMPUTER PRINTOUTS This section should include printouts of your actual composition if you use one of the computer systems. 9. APPRAISALS OF STAGES OF OWN COMPOSITION This section should include any appraisals that you receive. This can include appraisals from peers. Be careful how you view appraisals from friends and family. Remember not everyone has the same taste of music as you and some excellent compositions have been abandoned in the past because a friend has not liked the style. 10. TEACHER APPRAISALS This section should include all the appraisals that you receive from your class music teacher.
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Assessment criteria
Compositions will be assessed on how well they demonstrate: Understanding of musical concepts and the relationships between them Stylistic understanding Knowledge of score conventions and performance directions Ability to establish and sustain musical ideas A sense of personal compositional style
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