Reflection

SCHOOL: The Teresian STUDENT: Olivia Fahey DATE: 20/10/22

DESCRIPTION OF COMPOSITION: A composition based on the poem ‘Spring’

THE PROCESS:

We began by reading through the poem ‘Spring’ and highlighting key words that stood out to
us. This really helped us to vividly imagine what was happening in the poem, which would help
us with word painting later in the process of composing this piece. I was bursting with ideas, so
we put our heads together and roughly planned out our composition. We decided on our key
signature (G major) and our time signature (four crotchet beats in a bar). Next, we discussed
which instruments we would be using. We had originally planned to have me playing the violin,
Sarah on the piano, and Sophie would play the flute to mimic birds. Later, we made the
decision to use two violins instead as we found it difficult to create a melody that worked for
these three instruments. The timbres of the violins and the flute really complemented each
other so we were happy with our choice. We wanted to imitate birds in springtime, and after a
few tries, found that the best way to do so was to use trills in our composition and to have
dialogue between the instruments, as if one instrument was responding to another. One thing
that really stood out to us from the poem was the thunder and lightning. So, we decided to try
and create a storm ourselves. I played a tremolo on low G to represent thunder, and Sarah
imitated lightning by sliding between higher notes. We wanted to switch from a major key
signature to minor for this part but ended up leaving it because it represented a storm well the
way it was. We spent an hour or so trying to figure out a fitting melody for our piece. We tried
lots of different ideas until we found the perfect one. This melody well resembled springtime
as it sounded cheerful yet calm. Once we had the violin parts sorted, we added in the flute. We
wanted the flute to mimic birds and so we created the melody for the flute on the higher
register, with staccato notes and trills. Later, we decided to add in pizzicato on the violin to
create a more layered and varied sound. Once we had finalized our piece, we transcribed it
into our manuscript copies. At home, I practised my part, so I was ready for the recording. In
our next music class, we recorded our composition. We had two attempts and chose to use the
second recording as we felt it sounded more put together and organized than the first. Finally,
I decided to create a score for our composition using MuseScore as I felt it was neater than
writing it out by hand. I had a few difficulties with trying to figure out how to use the app, but
soon I got the hang of it.
 THE PART I PLAYED DURING THE COMPOSITION AND RECORDING PROCESS…

During the composition process, I came up with many useful ideas, including the trills for the
‘bird’, the pizzicato part, the idea of creating a “storm”, and the ending. I helped create the
atmosphere of a storm by playing a tremolo on low G on my violin to imitate thunder. I
produced a joyful melody for my violin part, and I assisted my teammates in creating their
melodies too. I supported my teammates and complemented their great work. I ensured that
each member of our group was listened to and had a say in our composition. I took down our
ideas in my manuscript. I also helped keep our team on track and organised because
sometimes everything got a bit all over the place. During the recording, I played the Violin 1
part. I started the piece, and therefore set the tempo for my teammates. Finally, I created a
score for our composition using MuseScore.

MY ASSESSMENT OF MY WORK/ROLE
What I learned from creating this piece: What I would do differently next time:

I have learned lots from the process of creating If I were to do this again, I would take a
this piece. Firstly, I strongly feel that my skills as more organised approach, because I feel
a musician have really improved. I now have a that it was all slightly messy at the start, as
greater understanding of different instruments it was one of our first times doing anything
and how they complement each other. I am also like this. However, by the end of the
better at composing pieces now. I have explored composition process, I did feel that we were
word painting and used it in my composition. I much more organised. I would also take the
have now acquired skills in using MuseScore opportunity to explore more unusual
which will be extremely helpful for me later on instruments and techniques if I were to do
in my Junior Cycle. In addition to this, I am now this again. Also, I feel as if we were quite
more experienced in different musical notations rushed and could have managed our time
like pause marks, tremolos, ‘d.c. al fine’ and 1st better. I would have loved to be more
and 2nd time bars. I have also learned many relaxed during our performance as well so
valuable lessons about teamwork. I am now that I could thoroughly enjoy it.
much better as working as part of a team and
knowing how to give everyone in the group a
say.

Student signature: ___________ Teacher Signature: _____________________