Gifted and Talented Music Aleatory Music Composition Assignment Due Week of January 9, 2017

Background information

One of the directions music took in the 20th Century was toward less specific composer control. Aleatory (or chance) music dealt with all degrees of choice – and lack thereof. For example, the composer could specify only a time frame and allow all random sounds within that time to comprise the “composition.” On the other hand, the composer might provide a few details and allow the performer to make individual choices. A good definition of aleatoric music is music in which either composition or method of performance is determined by elements of chance or unpredictability.

Legend has it that Mozart occasionally rolled dice to determine the notes he would use in a composition. Another more contemporary composer, John Cage, wrote a piece called Imaginary Landscapes which required 12 radios. Each individual radio had a manual dial and instructions were included in the composition as to when each radio was turned on and which direction the dial would be turned, and by how much. The resulting composition emerged as the dials were turned past radio stations playing different types of music. The chance part was that the performance would be totally different each time.

Instructions: Choose one of the following options and begin work in today’s class on your composition. You may choose to work either individually or in a group. We will begin work in class today, but you will be responsible to refine and develop your piece at home as well. Please consider this when you are deciding whether or not to work alone or in a group. Will you be able to collaborate with your partner over the next couple of weeks outside of class? If the answer is yes, then definitely go for it! If you prefer to work alone or it is not practical to collaborate with a partner, then it’s probably better to do this assignment solo.

Option #1: “Jackson Pollock” Your Piece!

1) In class, drop markers over staff paper (no peeking!!!) Repeat with a few different colors.

2) Select the dots that will become part of your composition (you may want to only select notes of a certain color, or maybe just the ones that fall in the range of the instrument you will be using.) If necessary, draw circles around those notes and decide on a duration for each of the notes, i.e. quarter note, eighth note, etc.

3) Think about the instrument you will use. If it is an instrument you use at home, make sure you can bring it with you next week! Don’t forget that the voice can also be used! ☺

4) Practice your piece AT HOME so that you are ready to present the week of January 9. Be ready to discuss the process you used to create the piece.

5) Create a name for your piece. It could either be a name that you think of as you are writing, but you could also leave it to chance and do the following: Take a book and randomly open a page and point. What does it say? Could this be a good name for your piece?

**Food for thought** Remember that even though some aspects of your composition are left to chance, you can still perform in a musical way. Think of dynamics, phrasing, etc. as you practice!

Option #2: Roll the Dice!

1) In class, take two colored dice. Assign one as “pitch” and another as “duration.” Determine what pitches will be used and write them in the pitch column. Repeat with the duration column. Keep it relatively simple for now! Check in with Mrs. Slater if you are having trouble assigning pitches or rhythm! And do remember to think about what instrument you will play this on when choosing pitches!

Die #1 – Pitch Die #2 – Duration 1

2) Determine how many times you will roll the dice. 15-20 rolls will probably give you a good amount of material to work with. Roll both dice simultaneously. On the staff paper provided, notate each outcome in the order that you roll.

3) When you are finished, try playing your piece. You may not switch the order of the notes or their duration, but you can make other choices. What instrument will you play it on? Can you make it musical by phrasing, dynamics, etc?

4) Practice your piece AT HOME so that you are ready to present it the week of Jan 9. Be ready to discuss the process you used to create the piece.

Option #3: Performance Art! Design your own graphic notation score!

1) Consider what you would like to represent in your piece. Start sketching out some ideas. Mrs. Slater can show you some images in class that might help to get you started.

2) Think about what symbols, shapes, colors, words, etc. you can use and if you will write instructions for the performers, or leave it up to interpretation. • A well-designed score (think about the spiral we used last week with the triangles, circles, and rectangles) that is clearly notated can make all the difference when a performer plays it. • Make sure your score is neat and easy to read and fits on a regular 8.5X11 piece of paper so we can project it onto the screen in class. • Alternatively, you can create your score on large poster paper if that works better.

3) Decide whether you will PLAY your piece or if you will CONDUCT a few students by pointing to the score.

4) Practice your piece AT HOME so that you are ready to present it the week of Jan. 9. If you are playing, make sure you are able to play it smoothly. If you are conducting, try leading a family member to perform your score so you are comfortable acting as conductor. Be ready to discuss the process you used to create the piece.

**Food for thought** Remember that even though some aspects of your composition are left to chance, you can still perform or conduct in a musical way. Think of dynamics, phrasing, etc. as you practice!