I have been lucky enough to be a moderator for GCSE compositions over the recent years. This puts me in a great to position to advise students on how to score higher and how to write successful compositions that will hopefully score full marks.
I have also composed music myself (listen here) as a classical musician but also as a guitarist in a rock band, so hopefully I have experience to cover a lot of styles and can share ideas related to compositional skills which are very useful for GCSE music students and their teachers.
As a moderator, there are times where marks awarded by the teacher, need to be changed. Sadly, this shows there are still a lot of teachers out there that do not understand the composition requirements enough.
As a student, there is nothing stopping you reading the syllabus and doing your homework in order to write compositions, and provide the required supporting evidence, enough to get the mark you deserve. When a composition ticks all the boxes, covers all the criteria, then it is impossible to not score highly.
Tip 1
Always read the marking criteria. Make sure you cover everything that is required. The marking criteria might expect you to have complex structures or detailed use of texture. It probably wants you to have well balanced pieces with excellent development of ideas. If you have a composition that is devoid of dynamics or has no suitable structure then you will not score full marks. The trouble is, some styles of music, like pop and rock, can seem to have less dynamics than classical styles but this is no excuse.
Tip 2
Make sure you understand the meaning of texture. Then, use it to good effect in the composition. Layering is a basic way of providing textural interest in music, but students need to understand that the words 'thick' or 'thin' are not sufficient to describe how texture changes in music. You need to think about the roles that parts are playing. Melody and accompaniment, countermelody and solo lines can all help. Make sure your composition has a section where only one instrument is playing, this is an easy way of adding another textural effect in your work.
Tip 3
I always find that good 'pop' or 'rock' style compositions score higher than good 'classical' styled compositions. Often a classical piece is traditionally notated by the student. While this can help show a composers exact intentions, it can also easily highlight weakness in a composition. If you fully notate your composition using traditional notation, go to as much detail as possible with style marking, articulations, breath marks, tempo changes, dynamics and exploiting all the instruments you use.
If you compose a pop style piece, bare in mind that you might be able to get away with less contrast and less development in your work because your music needs to be appropriate to the style you are writing. Some music teachers better understand one style of music over others. Before starting your compositions, think about how your teacher can help you the most. If they are a guitarist and you write music for the flute, they might not fully understand the needs of this instrument. Do your research about whatever instruments you write for with your teacher so that you both support each other and you can get rewarded when they mark your compositions.
Tip 4
Try and record your composition yourself (with your teacher watching). For anyone marking your piece, even though the quality of performance or recording doesn't matter, it really helps score higher if the person marking or moderating your composition can hear you performing it. Be warned though, never allow someone else to record your composition or even part of it, allowing them to improvise is a massive NO, because this will cause problems at moderation. I have heard compositions from schools before where there is a brilliant saxophone solo in every students composition but no notation is provided to show that the candidate composed it. Always make sure the work is your own and if someone else has helped you, you must prove how any other performer learnt your music by providing the part they played, notated fully. This is often a grey area with music exam boards and something that needs addressing.
Tip 5
Always try and notate your composition, or at least part of it. Expect your teacher to teach you about notation and if they do not, then ask them. Even if you write a song, where you play the accompaniment and sing the melody yourself, still try and notate as much as possible. Maybe the rhythms used in the accompaniment or the melody line you sing because this will help a lot with justifying the marks you are awarded. Your teacher might ask you to create a 'written account' of how you composed it, although this is usually fine, it is another dodgy area that exam boards need to change. You cannot explain using words alone how to perform your music, so make sure you provide some notation.
Tip 6
Avoid submitting the same compositions as your whole class. Some teachers like to have all candidates submit the same style of piece, sometimes even by following a set template. If you are a student in this class where this is happening, see it as an alarm going off ⏰. Speak to the teacher, show them this blog and if needed ask your parents to get involved or go to a deputy head. While it might seem like a good idea, it is stifling your creativity. I have seen whole classes submit the same style composition, same structure, same key changes, same tempo and everything. In reality this doesn't happen when composers create music. Being inspired by another composer or a set work is brilliant, but if everyone in your class is being made to compose to a template, then sound the alarm!
In your first year of GCSE music, it is acceptable for all students in a class to work on compositions in a specific style, this is good providing you are being given freedom to experiment. The teacher is helping you learn how to compose, but those early compositions surely will not be good enough to submit further down the line, because your composition skills should be improving all the time.
Tip 7
Ask your teacher for feedback on your composition, it should constantly be being tweaked in the time you have to improve it. In my class, when students were composing, I expected them to send me an update on their progress every lesson in the form of a composition log. I could give ongoing feedback to them. When the composition is complete I can give them a mark and instructions for how to improve. If they missed dynamics, I can teach the class about dynamics. If they have boring melody lines, I can teach a lesson about how to compose better melodies. The teacher should let the students mistakes feed their planning for future lessons. This is why your coursework in most cases can only be completed in the final year of the course. It gives you time to learn everything you need in order to compose better music.
Tip 8
Make your intentions clear. It still baffles me as to how some candidates submit completed compositions that do not have a title. It is partly the teachers fault but the title goes a long way in putting a picture in the head of the listener. For some pieces it can be acceptable to call the music by it's formal classical title, like Rondo for Flute or Study Number 5 for Trumpet. If you give such a title though, it is essential that the music fits the bill. I have seen compositions where the title just doesn't match the music. Or the intentions are for a solo piece but there isn't a clear soloist in the music. Your piece of music must be telling a story, no matter what the style is and it is your job, in order to score higher, to provide the necessary information to allow anyone listening to understand what the music is looking to achieve.
Tip 9
Check your own time limits. It sounds obvious but if your compositions must be over one minute, then make sure they go plenty over this time. Take no risks with compositions that are close to the time limit. Likewise, don't make your music overly long for the sake of it because it will probably have a negative impact on your marks if it goes on too long. Imagine hearing your composition in a concert, is the length acceptable?
Tip 10
Compose to your strengths and interests. This is the most important tip because it is the thing that will demonstrate your musical passion. If you have opted to study GCSE music then surely you have some sort of passion for music. If you are being forced into taking GCSE music to fill spaces then that is a whole other problem but even if you do not play a musical instrument, you must have musical tastes and interests. It is essential that your compositions are personal to you and have a meaning and that you enjoy composing them. You have to be proud of your coursework. If you compose music that you like, based on influences you have, writing for an audience who will appreciate your music (even if they are imaginary), then you will be successful.
If you ever wanted advice about a composition or a second opinion on what mark it might be awarded just get in touch. I also offer online or in person lessons for all areas of GCSE music should you want a little extra support. Again, just get in touch.
Check out my past posts about GCSE Music - composition and performance.
Check out my YouTube channel HERE
Thanks for reading ❤
Good Luck!
Mark Glover
5/11/24
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