Download TEACHER NOTES: Writing an `art song`

TEACHER NOTES: Writing an ‘art song’
Aims:
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Objectives:
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Suitable
for:
o Pupils who enjoy singing
o Pupils who are able to work with some reasonable understanding of
notation
o Pupils who have keyboard skills.
o Pupils who are keen to record their musical ideas using Sibelius.
Preparatory
work:
 Pupils can find some appropriate lyrics (there are websites available
with words for art-songs!)
 Pupils can prepare a ‘bank’ of chords that they like in the key of their
choice. These should be written as semibreves, treble clef only. They
may include triads, and some seventh chords. The more they plan,
the better!
To identify some typical features of an art song
To set suitable words to music
To write a lyrical melody
To arrange chosen chords in an appropriate accompanying style for
piano
 To develop ideas through enhancing the structure, harmony and
texture
 To present the piece, if possible, through music technology.
Appraise some art songs
Identify useful compositional devices
Choose lyrics
Set the lyrics to music
Record the result
Establish connections and process in a written account.
STEP
Topics
1
Identification of song
structures through
appraising and
discussion.
(Key Skills:
listening, speaking,
writing, improving their
own learning)
Choosing lyrics and
creating the rhythm.
2
(Key Skills:
Creating, listening,
improving their own
learning, problem
solving, etc)
Tasks
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Definition of art song.
Discussion of the requirements of a good song (structure,
melody, good word-setting, harmony, texture etc)
Individual appraising: three art songs (Teacher’s choice).
Identification of typical structures.
Research: pupils to find some appropriate lyrics. Teachers could
prepare a selection, if this proves a little difficult!
Pupils to spend time reading through their words, and deciding
where the strong accents should be.
The strong accents should be underlined, as seen in the
examples on the pupils’ sheets.
Some time could be spent on explaining syllabic and melismatic
word-setting at this point.
Pupils to write the words below a treble clef stave, add in bar
lines, then work out the rhythms.
Once the rhythm has been decided, the result should be
checked by the teacher!
3
Writing the melody.
(Key Skills:
Creative and problem
solving)
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Using a keyboard in class, the pupil should add pitches to their
chosen rhythms. This should be refined until they are happy with
the result, always checking with the teacher for support and
advice.
4
Using ICT
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5
Adding the chords
(Key Skills:
Creative and problem
solving; ICT; improving
own learning)
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Using ICT
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Contrasting, developing
and completing.
(Key skills: Creative ;
problem-solving; ICT;
imporving their own
learning; writing)
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Set up a Sibelius score for chosen voice and piano. Pupils to
input melody and words.
Chords (initially, no more than one or two per bar) to be added
on the treble of the piano part. Encourage experimentation here:
the program enables the pupils to hear their chords along with
the melody.
Once the chords for the verse have been decided, the teacher
should explain the sheet on ‘Accompaniment Ideas’. There is
also a very useful section in Music Matters 11-16/piano
accompaniments in the lied [pp.80 -84] which would provide
useful further listening and examples here.
Pupil to input accompanying ideas for the verse on to Sibelius.
Teacher check.
For the purpose of the exam, it is always a good idea to add a
contrasting section, and develop ideas further in a later repeat of
the verse. Discuss the ideas on the pupil sheets.
Pupils to complete the contrasting section, then input on
Sibelius.
Pupil to complete their piece, according to their chosen
structure.
Complete the written work, by presenting ideas as noted
throughout in their composition log.
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Resources: Prepared pupil sheets; keyboards; access to computers and recording equipment.