STRUCTURE

To write an instrumental piece based on an ostinato pattern. AOS 4: Musical Structure

 An ostinato is a musical device. It is a constantly repeated pattern evident in the music.  It is a motif or phrase which is persistently repeated in the same musical voice.  The repeating idea may be a rhythmic pattern, part of a tune, or a complete melody.  In common usage, the term covers repetition with variation and development, such as the alteration of an ostinato line to fit changing harmonies or keys.

 Time Lapse  Pachelbel’s Canon  Lament - Purcell  Mars – Holst  Take 5 – Dave Brubeck  Take a chance on me – ABBA  Immigrant song – Led Zeppelin [Note: the ostinato may not be heard throughout the entire piece – it could be just part of the piece.]

Decide on some chords: Experiment on an instrument, and decide which notes sound good together. Choose about 8 of them, and jot ideas down in your music notebook. Compose three short motifs to go with each chord: Look at the notes of each chord –use these as a starting point. Don’t use too many notes in each melodic idea. (3,4 or 5 will be fine!) Create a bass line based on the chosen order of your chords: You could just use the main note of your chords in the bass To make it more interesting, move to neighbour notes, and/or other notes of the chord.

Play the chords, motifs and bass lines Pinpoint the best ideas. Evaluate your ideas Decide on the order of chords Choose your favourite bass line Choose The instruments The mood and style The time signature Decide on

 Store your chosen bass line by either playing onto a track using Cubase, (or any other suitable programme), or notate on Sibelius.  As the ostinato is a repeated pattern, copy the material about 6 or 8 times.  Fit in the chords above: either play in using the guitar, or input using the keyboard.  Evaluate, and make any necessary changes.  At this point it is advisable to vary and improve the chordal style as you go along.

 To make your melody more convincing, ensure that the phrases are not the same length as the bass pattern. Try to make the tune flow across the ‘joins’ in the bass pattern! Adding the melody!  Divide the tune up into sections, or phrases. Think of the ‘question and answer’ procedure for this. You should use ideas from your motifs.  Now create a tune over the repeating bass and chords. Check that you are using the correct scale for this with your teacher.

Refining techniques Refining techniques  Listen critically to your piece, identifying the weaker sections. Work out why they don’t work as well as you would like…..then, either amend or delete… and try again!  Add another layer / track which uses shorter or longer notes  Fit in other ‘motifs’ on top of, or in between the melodic phrases These musical ideas will form the basis of section A of your piece. To improve the standard of your work, try the following ideas: Don’t forget devices such as sequence, imitation, inversion, scales and arpeggios – they all help to ‘bond’ the piece!

Creating a contrasting section In your music notebook, divide one page into 2 columns. In column A, make a list of all the chords and compositional ideas used in section A. In column B, write the opposite or contrast to the words already written. Look at the short example below: 1. Chords of C, F and G1. Chords of A minor and E minor 2. Stepwise motifs2. Motifs based on a leap 3. Quick rhythmic patterns3. Longer, held notes 4. Bass notes –one per chord4. Walking bass –more interesting! 5. Scales added to decorate5. Countermelody added 6. Happy mood6. Sad mood Get the idea?

Now create the second section of your piece, keeping to your plan. Remember to contrast the: Store your ideas in the same way as for section A. ChordsMoodStyle Devices

 Decide on the overall form – it is a good idea to check this with your teacher.  If you are happy with the two sections already written – what about an intro and a coda?  You could repeat the first section to produce a TERNARY FORM i.e. A B A. Some people develop the ideas in section A even further when they repeat the section!  Remember – evaluate!! Decide what sounds good, and what is less effective…discuss with your teacher, then improve where necessary!