Songwriting 1 - AFM1110

Assessment 1: Written draft

Preliminary sketches and drafts for the two summative assignments, equivalent to 10 hours of student effort.

Written draft

Assessment 1: Portfolio

1. A portfolio of short exercises prescribed by the tutor (term 1).

Portfolio

Assessment 2: Portfolio

A collection of short songs responding to specific briefs (term 2).

The module is intended as an introduction to songwriting and, in the process, to raise the very question of what songwriting is or might be in the twenty first century. Through the exploration of a range of compositional and vocal techniques, you will acquire a knowledge and understanding of an array of song writing styles both historical and contemporary with the view to developing an individual creative voice. You will explore approaches to lyric writing, chord progressions and song structure, utilising different accompaniments.

School of Arts and Humanities

http://library.hud.ac.uk/my/AFM1110

Blatter, A. (1981). Instrumentation / Orchestration. London. Blume, J. (2004). 6 Steps to Song writing Success: The Comprehensive Guide to Writing and Marketing Hit Songs. Billboard. Cope, D. (1997). Techniques of the Contemporary Composer. London. Cope, D. (2008). Righting Wrongs in Writing Songs. Course Technology / Cengage Learning. Riddle, N. (1985). Arranged by Nelson Riddle. Warner Brothers Publication Inc. Runswick D. (1992). Rock, Jazz and Pop Arranging. London. Webb, J. (1998). Tunesmith: Inside the Art of Song writing. Hyperion.

http://www.berkleeshares.com/songwriting__arranging Numerous scores and recordings will be assigned for study as examples for the various portfolio exercises throughout the year. Full citations will be given on Unilearn.

Music

AFM1110 - Songwriting 1

Songwriting 1

be able to manage time efficiently in such a way as to meet deadlines (PDP).

be able to demonstrate knowledge of works which illustrate expressive aspects of vocal writing.


be able to understand the role of accompaniment, voice leading, dramaturgy.

be able to communicate effectively through the production of clear musical notation.

be able to produce accurate and legible performance materials.

be able to invent, develop and accurately notate musical ideas.

be able to understand idiomatic writing for the voice.

be able to show experience of a variety of musical languages that utilise the voice.