Grade 5 Music Theory - Composing a Melody in a Major Key
TLDRThe video provides guidance for grade 5 music students on how to approach the exam question asking them to compose a short 8-bar instrumental melody. It breaks down a step-by-step method, beginning with analyzing the 2 opening bars they're given, establishing the key, mapping out basic phrase structure and cadences, adding rhythmic interest and variation, fitting to the instrument range, and polishing if time allows. The goal is to create a simple yet complete miniature composition demonstrating fundamental melody writing skills, that could spark further music creativity.
Takeaways
- 😊 The melody writing question is worth 15% of the grade 5 theory exam marks, but some students find it challenging
- 🎵 You can choose to write an instrumental melody or set words to music. This lesson focuses on the instrumental option
- 🎼 Start by establishing the key signature and deciding if you're writing in a major or minor key
- 🎹 Number the blank bars before you start composing to keep organized
- 👍 Copying material from earlier bars into later bars is an accepted composing technique
- 🔑 Structuring as two 4-bar phrases with cadences helps give form to the melody
- 🎻 Consider the range and characteristics of the instrument you're writing for
- 📝 Pencil first, then tidy up and elaborate on the melody if time allows
- 🎶 Include tempo, dynamics, articulation marks etc. to give musical shape
- 🏁 Remember the double bar line at the end!
Q & A
What is the main topic being discussed in the video?
-The main topic is how to approach the grade 5 music theory exam question that asks students to compose a short melody.
Why do some students find this question difficult?
-Some students find this question difficult because they don't know how to write a melody or have trouble hearing what they are writing on the page.
What is the alternative question that students can choose instead?
-The alternative question involves setting some words to music instead of writing an instrumental melody.
What key and time signature is the example melody written in?
-The example melody is written in the key of A major with 3 sharps and has a time signature of 4/4.
What is suggested as a good way to start and end the melody?
-It's suggested to copy the first two bars into bars 5-6 to start, and to end on the tonic note (A) with a perfect or plagal cadence.
How can you make bar 7 more interesting rhythmically?
-Suggestions include changing note durations, adding dotted rhythms, and using passing notes to fill in the gaps between chord tones.
What is the difference between the cadence suggested in bar 4 versus bar 8?
-Bar 4 has an imperfect (comma) cadence using chord II-V, while bar 8 has a perfect (full stop) cadence using chord V-I.
What other musical elements should be included?
-Other elements that should be added include: tempo marking, dynamics, phrasing, and potential performance instructions like rallentando.
What is a good way to elaborate on the repetition in bars 5-6?
-Some ideas are to vary the rhythm, repeat certain motifs, add dotted rhythms or extra passing notes to make it slightly different than the first two bars.
What advice is given for choosing the instrument?
-Choose wind over strings if unfamiliar with bowings. Also ensure the range fits the instrument (e.g. not too low for flute).
Outlines
😄 Introducing the Grade 5 Theory Melody Composition Question
The paragraph introduces the grade 5 theory exam question that asks students to compose a short melody. It acknowledges some students find it daunting, but encourages them to develop this creative skill. It outlines the alternative question setting words to music and confirms techniques for that can be applied when writing an instrumental melody.
😃 Using Familiar Phrases and Cadences To Structure Your Melody
The paragraph suggests structuring the 8-bar melody as two 4-bar phrases, using familiar material between them. It recommends copying the first phrase to start the second, elaborating later if desired. It also advises planning cadences to end each phrase.
🎵 Building Up The Melody Section By Section
The paragraph works through constructing the melody section-by-section. It starts with the ending cadence, then the mid-point cadence. It shows how to harmonise with chords and use passing notes to add interest. It demonstrates developing rhythmic variety and harmonic movement to produce a balanced melodic phrase.
🎹 Adding Interpretive Details to Complete the Melody
The paragraph looks at finishing touches for the melody such as tempo, dynamics, phrasing and articulation. It suggests subtle use of these elements to convey expression. It also covers ensuring playability, coherence of melody as a whole and options for elaboration if time permits.
❤️ Wishing Students Luck with Melody Writing!
The closing paragraph summarises the strategy for tackling the melody writing question, hoping the guidance helps build confidence. It encourages students to start exploring composition, implying this could spark a rewarding creative journey.
Mindmap
Keywords
💡melody
💡cadence
💡phrase
💡passing note
💡key
💡chord
💡tempo
💡dynamics
💡instrument
💡notation
Highlights
The chance to compose your own short piece of music.
Copy the first two bars into bars 5 and 6 as a starting point.
Establish the key signature early on to know if you're writing in a major or minor key.
Finish the melody with the tonic note to create a sense of resolution.
Create a perfect cadence using chord V in bar 7 and chord I in bar 8.
Create an imperfect cadence using chord II in bar 3 and chord V in bar 4.
Add passing notes between chord tones to create more rhythmic interest.
Make small tweaks to improve and elaborate on your initial ideas.
Add tempo, dynamics, accents etc. to bring the melody to life.
Make sure you write in the range of the chosen instrument.
Don't use playing techniques that are impossible on the instrument.
Elaborate on bars 5-6 so they are not an exact copy of bars 1-2.
Dotted rhythms and different octaves add interest.
Listen back and ensure the melody flows logically.
Keep improving if time allows in the exam.
Transcripts
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