Composition in the Private Studio

Composition in theComposition in the
Private StudioPrivate Studio
A blog written byA blog written by
Amy Rose ImmermanAmy Rose Immerman
Owner, Cincinnati Music Academy, LLCOwner, Cincinnati Music Academy, LLC
amy@cincinnatimusicacademy.comamy@cincinnatimusicacademy.com
© 2015. Amy Immerman, amy@cincinnatimusicacademy.com

This blog covers…This blog covers…
 How to get startedHow to get started
 Teaching compositionTeaching composition
♪ Intuitive vs. non-intuitive studentsIntuitive vs. non-intuitive students
♪ Lyrics?Lyrics?
♪ Multiple instruments?Multiple instruments?
 The actual processThe actual process
 The finished productThe finished product

Getting StartedGetting Started
 Make this a summer projectMake this a summer project
 Get notation software, and learn to use itGet notation software, and learn to use it
beforebefore your program beginsyour program begins
 Have a computer & preferably a midiHave a computer & preferably a midi
keyboard in your studio, or teaching areakeyboard in your studio, or teaching area

Things to consider…Things to consider…
 Specific dates or offer anytime?Specific dates or offer anytime?
 Close studio to regular lessons & focusClose studio to regular lessons & focus
solely on composition, or integrate intosolely on composition, or integrate into
regular teaching week?regular teaching week?
 Meet weekly, or condense the processMeet weekly, or condense the process
into one or two weeks?into one or two weeks?
 Class or private?Class or private?
 Minimum age or ability?Minimum age or ability?

Advertise – of course!Advertise – of course!
 If this is new, start with your ownIf this is new, start with your own
studentsstudents
 WebsiteWebsite
 FacebookFacebook
 Studio FlyerStudio Flyer
 Newsletter / e-mail to your students &Newsletter / e-mail to your students &
clienteleclientele
 ColleaguesColleagues

Most important words…Most important words…
 No Experience NecessaryNo Experience Necessary
 Individual program – 5 hours (+/-)Individual program – 5 hours (+/-)
 Tuition includes materials, 5 copiesTuition includes materials, 5 copies
of published composition,of published composition,
competition materialscompetition materials
 Base the tuition on your regularBase the tuition on your regular
hourly rate, plus above materialshourly rate, plus above materials
 Composition Class – option?Composition Class – option?

Get your
flyer and
application
into the
hands of
area
teachers &
students!

If you teach a class…If you teach a class…
Text used for group program is:Text used for group program is:
Young Composers Notebook (3 Volumes)Young Composers Notebook (3 Volumes)
By Francis Balodis,By Francis Balodis,
Frederick Harris MusicFrederick Harris Music
Music by Me, Five VolumesMusic by Me, Five Volumes
Kevin OlsonKevin Olson andand Wynn-Anne RossiWynn-Anne Rossi
FJH MusicFJH Music

Getting Started!Getting Started!
 Some materialsSome materials
are very basic…are very basic…
 Start at theStart at the
piano withpiano with
♪ Clipboard or lapClipboard or lap
deskdesk
♪ PencilPencil
♪ EraserEraser
♪ Ruler (optional)Ruler (optional)
♪ Blank staffBlank staff
paperpaper

Other materials include…Other materials include…
 Piano and/or keyboardPiano and/or keyboard
 ComputerComputer
 Notation SoftwareNotation Software

MusicArrangers.com/instrumentsMusicArrangers.com/instruments

Will the song have words?Will the song have words?
 As soon as a student registers, ask ifAs soon as a student registers, ask if
he or she wants lyricshe or she wants lyrics
 If the student wants lyrics, itIf the student wants lyrics, it’s easier if’s easier if
they are original (to avoid copyrightthey are original (to avoid copyright
issues)issues)
 Students must bring lyrics to the firstStudents must bring lyrics to the first
sessionsession

Rough DraftsRough Drafts
are fine!are fine!

Lyrics give you a jump start –Lyrics give you a jump start –
they provide the rhythm!they provide the rhythm!
 Reciting the lyrics gives us the rhythmReciting the lyrics gives us the rhythm
 With the rhythm in place, the meter isWith the rhythm in place, the meter is
determineddetermined
 Next, determine a keyNext, determine a key
 Decide if an introduction isDecide if an introduction is
appropriate?appropriate?

Original Lyrics –Original Lyrics –
Alien Attack,Alien Attack,
Patrick, age 10Patrick, age 10
Repeating linesRepeating lines
(highlighted)(highlighted)
became thebecame the
chorus.chorus.

Rhythmic Dictation…Rhythmic Dictation…
 Remember that part of your musicRemember that part of your music
training?training?

Lyrics give you a jump start – theyLyrics give you a jump start – they
provide the rhythm!provide the rhythm!
 Aliens come attacking us and that is why weAliens come attacking us and that is why we’re’re
here.here.
 With the rhythm in place, the meter isWith the rhythm in place, the meter is
determined.determined.

 A key is determined – major orA key is determined – major or
minorminor
 Alien AttackAlien Attack – scary song, definitely– scary song, definitely
minor!minor!
 Do you want an introduction beforeDo you want an introduction before
the words begin to set the mood ofthe words begin to set the mood of
the piece?the piece?
 Can the intro soundCan the intro sound “spacey?”“spacey?”
 How do you want the chorus toHow do you want the chorus to
sound – what kind of mood?sound – what kind of mood?

 Whatever you do, make sure theWhatever you do, make sure the
composition is within the studentcomposition is within the student’s’s
ability to perform. In the chorus ofability to perform. In the chorus of
“Alien Attack”, notice the simple LH“Alien Attack”, notice the simple LH
octaves and basic chordoctaves and basic chord
inversions. Throughout the verse,inversions. Throughout the verse,
notice the simplicity of LH. Addnotice the simplicity of LH. Add
fingering if the student needs it.fingering if the student needs it.

Alien Attack Chorus

LaurenLauren’s Piece’s Piece
 Non-intuitive studentNon-intuitive student
 No confidence improvisingNo confidence improvising
 TeacherTeacher:: “Let’s just fool around on the“Let’s just fool around on the
piano, make up a little melody”piano, make up a little melody”
 LaurenLauren:: “Do I have to?”“Do I have to?”
 ““Listen to this blues scale. Do you likeListen to this blues scale. Do you like
that sound?”that sound?”
 ““Whoa, that’s cool!”Whoa, that’s cool!”

 Have stuent play this simpleHave stuent play this simple
accompaniment while teacher improvisesaccompaniment while teacher improvises
with the blues scale.with the blues scale.
 This is SO cool!This is SO cool!

Okay, switch parts!Okay, switch parts!

The blues scaleThe blues scale
 Show student how to play a blues scaleShow student how to play a blues scale
 DonDon’t panic, you’ll make it easier…’t panic, you’ll make it easier…

Put blue tape on the blue notes!Put blue tape on the blue notes!

Now, letNow, let’s improvise!’s improvise!
 I donI don’t wanna’t wanna
 DonDon’t tell me, show me!’t tell me, show me!
 Do I have to?Do I have to?
 Yes, you have to!Yes, you have to!
 I donI don’t wanna’t wanna
 So I played… which uses the rhythm ofSo I played… which uses the rhythm of “I“I
don’t wanna”don’t wanna”

That became…That became…
 I donI don’t wanna’t wanna::

Of course, there has to be more…Of course, there has to be more…
 What did you do last weekend?What did you do last weekend?
 I went to a birthday partyI went to a birthday party
 How was it?How was it?
 We went to a movie – we saw Garfield.We went to a movie – we saw Garfield.
My friend really likes Garfield.My friend really likes Garfield.
 Okay…. LetOkay…. Let’s put that into our piece!’s put that into our piece!

My friend, likes GarfieldMy friend, likes Garfield
 Anything worth doing once, is worth doingAnything worth doing once, is worth doing
twice.twice.

One more ideaOne more idea
 What else have you been up to lately?What else have you been up to lately?
 Well, I went to Las Vegas for my birthdayWell, I went to Las Vegas for my birthday
party!party!

3 rhythmic motives made3 rhythmic motives made
the piecethe piece::
I donI don’t wanna’t wanna
My friend likes GarfieldMy friend likes Garfield
I went to Las Vegas for myI went to Las Vegas for my
birthday partybirthday party

A song without lyricsA song without lyrics
Discuss moodDiscuss mood
Create a storyCreate a story
♪ Family vacationFamily vacation
♪ Vacation Bible SchoolVacation Bible School
♪ Fact or fiction!Fact or fiction!
But then what?But then what?

Where do the first notesWhere do the first notes
come from?come from?
 If student has no musical ideas of hisIf student has no musical ideas of his
own, help create them by askingown, help create them by asking
questions…questions…
 Will your piece be:Will your piece be:
♪ Happy or sad, scary, new age?Happy or sad, scary, new age?
♪ Fast or slow?Fast or slow?
♪ Smooth or bouncy? Will you use pedal?Smooth or bouncy? Will you use pedal?
♪ Combinations of the above?Combinations of the above?

Getting started from scratchGetting started from scratch
 Improvise – question and answer phrasesImprovise – question and answer phrases
 Choose key comfortable for the studentChoose key comfortable for the student
 Each composition needs 2 or 3 motives – 2 isEach composition needs 2 or 3 motives – 2 is
finefine
 Create melody first - accompaniment laterCreate melody first - accompaniment later

Once you have a motive or two...Once you have a motive or two...
♪ The piece practically writes itself with theThe piece practically writes itself with the
use of several composition techniques.use of several composition techniques.

Composition TechniquesComposition Techniques
MotiveMotive
A musical ideaA musical idea
RepetitionRepetition
Repeat the motiveRepeat the motive
higher, lower, in thehigher, lower, in the
other handother hand
SequenceSequence
Repeat the motiveRepeat the motive
on a different pitchon a different pitch

Composition TechniquesComposition Techniques
InversionInversion
Repeat the motive upsideRepeat the motive upside
down!down!
RetrogradeRetrograde
Repeat the motive backwards!Repeat the motive backwards!
Rhythmic ShiftRhythmic Shift
Shift the motive to a differentShift the motive to a different
position in the measureposition in the measure
FragmentationFragmentation
Repeat a portion of the motiveRepeat a portion of the motive

A basic recipe toA basic recipe to
construct a piececonstruct a piece
 8 or 16 measure sections8 or 16 measure sections
 Question / answer phrasesQuestion / answer phrases
♪ Questions end on dominantQuestions end on dominant
♪ Answers end on tonicAnswers end on tonic
 Two motives – keep it simple!Two motives – keep it simple!
 A B A form – good to start withA B A form – good to start with

A B A FormA B A Form
 Major – relative minor – majorMajor – relative minor – major
 Major – parallel minor – majorMajor – parallel minor – major
 Minor – major – minorMinor – major – minor
 Fast – slow – fastFast – slow – fast
 Slow – fast – slowSlow – fast – slow
 Legato – staccato – legatoLegato – staccato – legato
 RH melody – LH melody – RH melodyRH melody – LH melody – RH melody

What about the accompaniment?What about the accompaniment?
 Sometimes accompaniment is put inSometimes accompaniment is put in
after each section is written. Otherafter each section is written. Other
times, you can wait until the entiretimes, you can wait until the entire
piece is done.piece is done.
 If student has accompaniment ideas,If student has accompaniment ideas,
great!great!
 If not, offer suggestions and let theIf not, offer suggestions and let the
student choose.student choose.

Accompaniment ideasAccompaniment ideas
 Alberti bassAlberti bass
 Broken chordBroken chord

 Broken ChordBroken Chord

 Solid chords / open fifthsSolid chords / open fifths
 Boogie Bass – Open intervalsBoogie Bass – Open intervals

 Tonic - DominantTonic - Dominant

 Basic octavesBasic octaves
 New AgeNew Age

 Basic chord progressionBasic chord progression
 Be creative!Be creative!

Michael…Michael…
♪ Age 9
♪ 4th
Grade
♪ Mr. Fancy Pants
made it to MTNA
National in 2005
♪ One motive; ABA
major, minor, major,
B part – inverted
motive © 2015. Amy Immerman, amy@cincinnatimusicacademy.com

Intuitive StudentsIntuitive Students
 Piece is already made upPiece is already made up
 Listen with student and determineListen with student and determine
♪ rhythmrhythm
♪ time signaturetime signature
♪ keykey
 Sometimes it helps to record itSometimes it helps to record it
 Offer stylistic and musicalOffer stylistic and musical
suggestions as neededsuggestions as needed
Butterflies – orig. sound file© 2015. Amy Immerman, amy@cincinnatimusicacademy.com

JessicaJessica’s Six Published Pieces’s Six Published Pieces
Piano/Voice
Piano/Voice
Piano/Flute/Viola
Piano/Violin
Piano
Piano
♪ Age 13, 7th
Grade
♪ 9 years of
piano
lessons

 The student must be able to performThe student must be able to perform
the piece s/he writesthe piece s/he writes
 Keep within studentKeep within student’s playing ability’s playing ability
 All pieces are handwritten at the pianoAll pieces are handwritten at the piano
♪ Start with blank staff paperStart with blank staff paper
♪ Student draws every clef, brace, grandStudent draws every clef, brace, grand
staff, etc.staff, etc.
Back to the process…Back to the process…

The writingThe writing
takes thetakes the
most amountmost amount
of time, butof time, but
the studentsthe students
learn a lot!learn a lot!
What a greatWhat a great
way toway to
reinforcereinforce
note readingnote reading
and rhythm!and rhythm!

The finishing touches…The finishing touches…
 DynamicsDynamics
 Tempo markingsTempo markings
 Pedal marksPedal marks
 FingeringFingering
 Expression marksExpression marks
♪ FermataFermata
♪ PhrasingPhrasing

After writing is done, move to theAfter writing is done, move to the
computer!computer!
 Teach students how to use yourTeach students how to use your
notation software. Student sits in thenotation software. Student sits in the
“driver’s seat”“driver’s seat”
 Student enters piece into the computerStudent enters piece into the computer
 First hand experience is gainedFirst hand experience is gained
marking slurs, pedal, dynamics,marking slurs, pedal, dynamics,
articulation marks, finger numbers,articulation marks, finger numbers,
ties, octave signs, lyricsties, octave signs, lyrics

Students areStudents are fascinated withfascinated with Finale!Finale!
This is their favorite part of the whole program!This is their favorite part of the whole program!

When the piece is finished,When the piece is finished,
students create their ownstudents create their own
composition coverscomposition covers
 It has to be on a 8-1/2 x 11It has to be on a 8-1/2 x 11
piece of paper, with a half-inchpiece of paper, with a half-inch
borderborder
 May be hand drawn orMay be hand drawn or
computer generatedcomputer generated
 Send electronically to teacher

Finished pieces areFinished pieces are
professionally publishedprofessionally published
 1111”x17” card stock paper (90#)”x17” card stock paper (90#)
 Print shops do it better thanPrint shops do it better than ‘do-it-‘do-it-
yourself’ shopsyourself’ shops
 MTNA members have an Office DepotMTNA members have an Office Depot
discount! Download discount card fromdiscount! Download discount card from
MTNA website.MTNA website.

If theIf the
backback
sideside
isnisn’t’t
usedused
forfor
music,music,
strutstrut
youryour
stuff!stuff!

©© CopyrightCopyright ©©
 Copyright is secured automaticallyCopyright is secured automatically
when a work is createdwhen a work is created
 Students own the copyright on theirStudents own the copyright on their
musicmusic
 Registering a copyright establishes aRegistering a copyright establishes a
public record of the copyright claim.public record of the copyright claim.
The author may file a suit for anyThe author may file a suit for any
infringement of copyright only if theinfringement of copyright only if the
copyright has been registered.copyright has been registered.

Sample Copyright VerseSample Copyright Verse
 © 2005 Student Name. Published by A© 2005 Student Name. Published by A
Rose Piano, Inc. 7420 MontgomeryRose Piano, Inc. 7420 Montgomery
Road, Cincinnati, OH 45236. All RightsRoad, Cincinnati, OH 45236. All Rights
Reserved.Reserved.

The finished composition…The finished composition…
 Compositions are entered into MTNACompositions are entered into MTNA
and NFMC competitionsand NFMC competitions
 OFMC has an adult composerOFMC has an adult composer’s contest’s contest
 Compositions are performed in fallCompositions are performed in fall
recital (really motivates others)recital (really motivates others)
 Student receives 5 copies of theirStudent receives 5 copies of their
published piece (included inpublished piece (included in
composition tuition)composition tuition)

Finished pieces used to add aFinished pieces used to add a
colorful border to my studio wall!colorful border to my studio wall!

REWARDS!REWARDS!
Adults win big
in NFMC! $600
PRIZE!

Young students are motivatedYoung students are motivated
David,
age 6
Celebrate Piano! ® Lessons & Musicianship 1A

Eleanor, age 7Eleanor, age 7

““Nor do I hear in myNor do I hear in my
imagination theimagination the
parts successively, Iparts successively, I
hear them all athear them all at
once. ...All thisonce. ...All this
inventing, thisinventing, this
producing, takesproducing, takes
place in a pleasing,place in a pleasing,
lively dream."lively dream."
(Wolfgang Amadeus(Wolfgang Amadeus
Mozart, 1756 -1791)Mozart, 1756 -1791)

““To compose music,To compose music,
all you have to do isall you have to do is
remember a tune thatremember a tune that
nobody else hasnobody else has
thought of.”thought of.” (Robert(Robert
Schumann, 1810-Schumann, 1810-
1856)1856)

We have a dutyWe have a duty
towards music,towards music,
namely, to inventnamely, to invent
it.it. ((Igor Stravinsky,Igor Stravinsky,
1882-1971)1882-1971)

ItIt’s an unforgettable experience!’s an unforgettable experience!
 There isThere is a lota lot of pride!of pride!
 Parents are proudParents are proud
 Students are proudStudents are proud
 Relatives are proudRelatives are proud
 Music teachers are proudMusic teachers are proud
 Win – win – winWin – win – win© 2015. Amy Immerman, amy@cincinnatimusicacademy.com

Are you ready to teachAre you ready to teach
composition?composition?
Ready, set, go!Ready, set, go!
Amy Rose ImmermanAmy Rose Immerman
amy@cincinnatimusicacademy.comamy@cincinnatimusicacademy.com

Composition in the Private Studio

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