General
- Creative performance SME Y1 SB File Uploaded 2/11/21, 15:53
UNIT 3: COMPOSITION OF SHORT MELODIES
Key Unit Competence: Be able to compose a melody with and
without musical notation.
Introductory Activity
1. Differentiate a lyric from a melody
2. Discuss the order of activities during composition of songs:
Getting impressed, composing melody, composing lyrics, getting
an idea, organizing the idea, being inspired.
Composing a melody involves making up and then writing one’s own melody.
The melody can be written using various note values, including semi breves,
minims, crotchets and others. The notes are combined in various ways to
make the required rhythms for the melody.
Different pitches are used together with the rhythms to make up a melody.
The composition is carried out in different keys and modes (C major, A minor,
B minor, G minor or F major).
3.1 Composing lyrics
Activity 3.1
1. Sing different songs of your choices. Then, identify and describe
their parts.2. Describe the contribution of those parts to the quality of the songs.
Lyrics are words that make a song. When writing lyrics, the composer must
be impressed by a given situation that will inspire him/her an idea. Let us
cross through the following five steps of writing lyrics.
Step 1: Understanding common structures
With this step, the following are considered:
a. Understand the parts of a song
There are several parts of a song. Your song can include all of them or none
of them. They include:
i. An Introduction
This is the section at the beginning which leads into the song. Many songs
do not have an introduction, so don’t feel like you have to use it.
ii. A Verse
This is the main part of the song. It is usually fifty percent to twice the number
of lines as the chorus but it does not have to be. What gives away a section
of a song as a verse is that the melody is the same but the lyrics are different
between the different verses.
iii. A Chorus
The chorus is the part of the song that repeats without changing: both the
lyrics and melody are unchanged or nearly unchanged.
iv. A Bridge
The bridge is a part that exists in some songs but not all. Usually coming
sometime after the second chorus, the bridge is a part of the song that
sounds completely different than the rest of the song. It is usually short, just
a line or two of lyrics, and will sometimes lead into a key change.
b. Start with the AABA structure
The AABA structure is probably the most common structure of a song in
modern popular music. In the study of song structures, A usually signifies a
verse and B usually signifies a chorus. In other words, in this structure there
are two verses, a chorus, and then a final verse.
c. Experiment with other structures
There are of course, many different standard song structures. You can
try AABB, ABA, AAAA, ABCBA, ABABCB, ABACABA, and so on. Usually
signifies a bridge
Step II: Getting inspiration
a. Use stream of consciousness exercises
Stream of consciousness writing is where you just write and keep writing and
don’t stop: just write everything that comes into your head. This will capture
many ideas that change quickly but it can help you find ideas when you’re
really lost. Come up with as many words as you can, without worrying if
they’re interesting.
b. Look at existing songs
Look at songs which are known for great lyrics to get inspiration. You can
learn a lot from thinking about what makes a song good and what makes a
song bad. Look for the kinds of things they talk about, how they talk about
them, what rhymes they use, the rhythm of the lyrics, etc.
c. Use your own opinions on what type of music you want to write, and
figure out what types of lyrics you like and dislike.
d. Look at existing poems
If you’re hard up for inspiration but you want to keep practicing your song
writing, try adapting existing poems.
e. Be true to your style
Don’t ever look at how others write songs and feel like you have to do the
same; everyone has a different style.
f. Keep writing to get to the good stuff
Everyone has to make bad things on the way to making good things. Write
as much as you can until you feel it is finished or ready to be set aside. Even
write a single word or sound is an excellent start. Let the song ferment.
Songwriting takes time! Keep everything. If you write a single sentence of a
song down, it always leads to something else sooner.
g. Write all the time
Write about your feelings. Write about the world around you. Describe a
person or a thing that matters to you. This is to help you find the words
worthiest of a song.
Step III: Finding your words
a. Show, don’t tell
The best lyrics, like any good writing, get us to feel emotions because they
capture that experience, not because they tell us what to feel. Try to write
about what it’s like to feel something, instead of just telling your audience.
Brainstorm some ideas so you can see what you have and choose or even
build off of an existing idea. It is probably best if you have an inspiration.
b. Rhyme within reason
You should avoid having all of your lines rhyme, and the rhymes that you do
use should look natural. Don’t put weird phrases or words into your lyrics just
to get a rhyme. Really, your lyrics don’t have to rhyme at all. Plenty of songs
have non-rhyming lyrics.
c. Try non-standard rhyme schemes
If you do want to make your rhyming stand out a bit more and avoid sounding
cheesy, you can experiment with different styles of rhyming
Step IV: Keeping music in mind
a. Understand music notation
Learn about how music notation works (bars, measures, notes, rests, etc.)
so that you can make sure your lyrics fit in with the music.
b. Start with a melody already written
When you first start songwriting, if you’re doing it on your own it’s best to
start with a melody already written. This is easier for most people than trying
to create a melody which matches existing lyrics.
c. Stay in a single range
When you come up with a melody, keep the notes within a reasonable range
so that someone can actually sing it. Think about your singers.
d. Add in parts for the singer to take a breath
Singers are human too and they need to breathe. Put an extra two to four
beats here and there that allow the singer to stop for a second to catch their
breath. This also gives the listener a chance to take in what you are saying.
Step V: Wrapping up
a. Read what you wrote
What is the bigger picture? Does the song form a narrative, a declaration,
or a description? Is it a call to action, a set of directions, or a greeting?
Is it philosophy or a reflection? Is it genuinely nonsensical? Does it have
multiple forms? Start moving around words and changing them so they fit
in with the rest of the lyrics. Think about how you want to come across and
how that balances with what you want to say. Do you like the placement of
the vowel and consonant sounds? Does a line have multiple meanings?
Does a particular phrase stand out? Do you want to repeat a line or word?
Remember, the first time an audience hears a song, they only hear the parts
that stand out the most.
b. Rewrite
Who says you can’t change what you have written? If you like the original,
then keep it. But most lyricists need to play with the song a bit to get that
perfect sound. A good song can be written in one draft, but more often it
takes a while. Even move around entire verses so the song has continuity.
Sometimes, a song takes on a whole new meaning.
c. Consult with others
Once you’re done with your song, it can be a really good idea to share a test
version with others. Even if they’re just reading your lyrics, they may be able
to find places where the rhythm is off or where the rhymes sound strange.
Of course, Music by committee is a bad idea but if they catch something andyou agree it’s wrong, fix it!
Application activity 3.1
Following the steps of writing lyrics, compose lyrics relating to the following
topics:
a. Patriotism
b. Unity
c. Hard workd. Integrity
3.2 Composing a melody
Activity 3.2
1. Using the lyrics written in the activity 3.1, divide the words into
syllables respecting the nature of rhymes.
2. Mark the accented syllables and choose the time signature to be
used.
3. Work out a tune that captures the theme and spirit of the lyrics.
4. Set the words to the tune by writing each syllable directly under
the notes for which it is meant.
In writing melodies to given lyrics, the following steps should be followed:
i. Interpret the words to get the themes and spirit
ii. Recite the words in speech rhythm, to be certain of the syllables.
This should also be an indicator as to the note values to be used.
iii. Example: inkokôyaNkuusi differs from inkookoyaNkuusi
iv. Divide the words into syllables using dashes (-). Note the number of
syllables as it may assist in deciding the time.
v. Mark the accented syllables. This should indicate the position of bar
lines.
vi. Work out the appropriate time signature
vii. Work out the appropriate rhythm, which should lead to choice of
notes values to be used.
viii. Work out a tune that captures the theme and spirit of the lyrics. If it
is a happy theme, the melody should accordingly sound bright and
inspiring
ix. Set the words to the tune by writing each syllable directly under the
notes for which it is meant. Remember there should be a note for
each syllable. If a syllable takes two or more notes, a slur should be
used to ensure their smooth performance to that one.
Example of composing a song
Given the topic: “Unity or Ubumwe”
Umuconyarwandaipfundoryacu
Ururimirwacuniubukungu
Turabusangiyentiducurane
Ubumwebwacutububumbatire
Tujye mu mugongow’ubunyarwanda.
By composing lyrics:
U-mu-co-nya-rwaa-nd’i-pfuu-ndo-ryaa-cu
U-ru-ri-mi-rwaa-cu-n’u-bu-kuu-ngu
Tu-ra-bu-saa-ngi-ye-nti-du-cu-ra-ne
U-bu-mwe-bwaa-cu-tu-bu-bu-mba-ti-re
Tu-jye-mu-mu-goo-ngo-w’u-bu-nya-rwa-nda.Then composing a melody, the result is:
Finally, matching the melody composed with lyrics:
Application activity 3.2
Following the application activity 3.1, compose melodies to match the
lyrics composed.
End unit assessment 3
1. Describe different steps of composing lyrics
2. Discuss the main parts of a well composed song
3. You are invited in a graduation ceremony and you are asked to
compose a song just to please the guests. Compose a song thatyou would compose and perform it before the peers