Composition activity 1 – Rhythm templates and Melody match maker
Musical References from “Hectic Jacaranda” : cells 4b, 14a, 15a, 21a, 28
Resources : https://www.dropbox.com/scl/fo/wzhh3cfjl4ynnj2karzlf/h?dl=0&rlkey=z16n8afbzxfi10tbvjhzqaeyn
- Audio, score and notation excerpts of the 5 melodic contour/style examples from “Hectic Jacaranda”
- Instruments available in class/brought in for students to use
- Students welcome to use manuscript, digital music notation programs, or tablature if relevant
- As a class, listen to the audio excerpts one at a time while reading the corresponding notation/score excerpts. Analyse these 5 examples for their melodic styles, contours and devices as relevant. Each of the 5 examples is then given it’s ‘descriptor’ by the teacher. See resources for descriptors of each.
2. Students will then work individually to compose at least 4 separate one bar melodies using a range of these melodic styles analysed from “Hectic Jacaranda”. Single note melodies are desired for the activity to retain link to “Hectic Jacaranda”. It is also desired that a single and consistent rhythmic note value (of student’s choice) is used in all compositional ideas here to retain influence from the work.
3. Students will then arrange their 4 (or more) individual one bar melodic phrases, which should reflect a range of the melodic styles analysed, into a 1 minute structure, which can include repetitions and returning phrases as desired by the student.
4. The final one minute work should be played for the class.
Options / Differentiation
- Students may wish to use the original time signature and tempo of “Hectic Jacaranda” (12/8 at 120bpm=dotted crotchet) or they may wish to explore their own options with these variables.
- Students may wish to compose melodies and parts that are intended for a single instrument, or they may wish to compose their melodies using the style of two instruments playing hocket phrases that never play simultaneously as per the style of “Hectic Jacaranda”.
- Further performance extension activity can include having a partner in the class learn and perform the second instrument’s part written while the composer student plays the instrument 1 parts.