BTEC INTERNATIONAL MUSIC

UNIT 2: INTRODUCTION TO COMPOSING

Unit 2: Introduction to Composing

Delivery guidance
Approaching the unit
This unit gives learners the opportunity to develop fundamental composing skills by studying the
building blocks that make up music. Learners are encouraged to compose freely, letting ideas flow
as they react to a range of musical and non-musical stimuli. Learners study and apply rhythmic,
melodic and harmonic techniques, working from short musical or rhythmic phrases.
In the first part of the unit, learners will start with rhythm, improvising and extending a rhythmic
fragment, before exploring melodic construction and then applying simple chordal harmony to a
melody. Once these fundamental musical skills are established, learners expanding their skills by
considering timbres, dynamics, expression and also musical structure. Learners create initial
musical ideas in response to different stimuli before developing one of their ideas into a full
composition, applying the musical skills and techniques from the first part of the unit. Learners
then finalise their composition and present it in an accessible format.

Delivering the Learning aims

Learning aim A focuses on ways that learners respond to stimuli in order to create initial musical
ideas. Learners can react to musical and /or non-musical stimuli such as a rhythmic or melodic
fragment, an image, a short piece of text or an event in time. Teachers should aim to select a range
of types of stimuli that would suit the learners in their class and enable learners to create initial
ideas. Learning aim A also introduces the fundamental elements of music – rhythm, melody,
harmony, timbre and texture – in a step-by-step manner, allowing learners to build upon
knowledge and skills over the course of the first part of the unit as they learn to apply each
concept to their own work.
Learning aim B focuses on the relevant musical techniques that learners can apply in order to
explore the musical elements. B1 runs alongside Learning aim A right from the start of the unit. As
learners study rhythm and melody they explore these through the application of techniques such
as repetition, sequence, intervals and scales, riffs and hooks, call and response and tempo,
applying these to their initial ideas.
Learners develop an understanding of the application of simple harmony by learning about
chords, arpeggiation, chord patterns and bass lines. Finally, learners consider tonal and textural
development by exploring instrumentation in their work, adding dynamics and expression and
adding or removing parts to create contrast.
The second part of Learning aim B introduces structure. Learners should explore simple common
musical forms and how these are constructed, before going on to apply these structural ideas to
their own work in order to extend and develop one of their initial ideas to create musically
satisfying sections.
Learning aim C focuses on the creation of the end product: a completed composition presented
in an accessible format. Learners refine their composition further to create a finished composition.
Learners should be encouraged to review their work, gain feedback and edit in response. Teachers
should present the learner with options to enhance their work such as adding further effects,
adjusting orchestration and adding dynamics/expression. Once their composition is complete,
learners should be shown how to present their work in an appropriate format. This could mean
learning how to set levels, mix down and bounce audio in a DAW or how to present a finished
score with audio playback for notation software.

Pearson BTEC International Level 2 Qualifications in Music – Delivery Guide

Version 1 – October 2021 © Pearson Education Limited 2021 1
BTEC INTERNATIONAL MUSIC
UNIT 2: INTRODUCTION TO COMPOSING

Assessment model
Learning aim Key content areas Recommended
assessment approach
A Explore initial ideas A1 Responding to stimuli A portfolio of five initial ideas
A2 Exploring possibilities based on a range of starting
points, two of which are
B Develop musical ideas B1 Extending and developed and one that is
developing initial ideas refined into a completed
B2 Structuring and shaping composition.
musical ideas A commentary on creative
C Refine and present a C1 Performance technique choices and progress
completed composition throughout the process.

Assessment guidance
This unit is internally assessed. There is a maximum number of one summative assignment for
this unit. Teachers should refer to the assessment guidance in the specification for specific detail,
particularly in relation to the requirements for Pass, Merit and Distinction grades.
It is suggested that learning aims A, B and C are assessed via a learner portfolio. Learners can
demonstrate their ability to respond to stimuli and explore compositional possibilities from
Learning aim A by including five short, initial responses to a range of both musical and non-
musical stimuli. These initial ideas do not need to be developed or substantial, but they should
demonstrate the potential of the idea and provide some indication of potential for expansion.
Learners are likely to demonstrate some of the musical techniques from B1 within these five
initial ideas as they can help to provide initial structure as learners study the fundamental
musical elements. Learners can then demonstrate these techniques as they develop and extend
two of their initial ideas. This development provides the opportunity for learners to apply
methods of structure and shaping to their composition. Learners may also consider the desired
emotional effect, shaping their pieces by creating tension and release.
Learners demonstrate Learning aim C by refining one of their two developed compositions into a
finished complete piece of music. In this piece, learners can demonstrate their ability to refine a
composition, responding to feedback and editing to add or remove parts for greater musical
effect. Learners can also add further effects, dynamics and expression to make their composition
have more impact. Once the composition itself is complete, learners need to present it in an
appropriate format so their music can be easily accessed by others.
Learners include all these pieces of work in their portfolio. Learners should also provide a
commentary of their compositional process as part of their portfolio. The commentary is an
opportunity for learners to share their ideas and intentions and also to outline the steps they
took in creating their work.

Pearson BTEC International Level 2 Qualifications in Music – Delivery Guide

Version 1 – October 2021 © Pearson Education Limited 2021 2
BTEC INTERNATIONAL MUSIC
UNIT 2: INTRODUCTION TO COMPOSING

Getting started
This gives you a starting place for one way of delivering the unit, based around the
recommended assessment approach in the specification.

Introduction
Introduce this unit by outlining the main aims of the unit – to develop fundamental
compositional skills and create a musical composition starting with initial ideas which are then
developed and further refined into a finished composition.
Explain that learners will be creating two compositional ideas from initial starting points using
a range of musical and non-musical stimuli, and will go on to develop one of these, finally
refining to a finished composition. As learners start to compose, they will learn a range of
important musical techniques related to melody, rhythm, harmony, instrumentation, texture
and structure and apply these in their work.

Learning aim A: Explore initial ideas

• For A1, learners can create initial musical ideas by responding to a range of musical and
non-musical stimuli. Learners can be presented with a range of stimuli such as rhythmic or
melodic fragment, a picture, a chord sequence or note row, a video clip, newspaper article
or a special event. Learners should be encouraged to create music freely, responding to the
stimulus and not spend too long considering their response. The aim is to help learners
understand the different ways they can start a composition, with the emphasis on getting
going rather than worrying too much about details initially.
• For A2, learners can study the fundamental musical elements of rhythm, melody, harmony,
texture and timbre, focussing on each element successively to build an understanding of
the practical application in composition. Learners should start with rhythm, clapping or
playing percussion as a class first and then moving on to improvise their own part and
create their own rhythmic phrases. Learners then analyse simple melodic structure before
applying this knowledge to the construction of their own melody based on a given melodic
fragment. Following this, learners consider harmony by adding chords and a bass line to
their melody.
The study of these elements provides learners with the raw materials to create some initial
musical ideas which could be developed into fuller compositions. Finally for this Learning
aim, learners could consider instrumental timbres and textures by listening to a range of
musical examples and evaluating some instrumental effects. Learners can then put these
ideas into practice through the composition of an initial idea based on a film genre such as
horror, romance or sci-fi.

Learning aim B: Develop musical ideas

• For B1, learners should be introduced to a range of musical techniques that they can apply
in their compositions. These techniques should help to provide focus to learners work and
therefore build in musical structures to make their compositions more effective. These
musical techniques could be introduced throughout the first part of the unit, alongside
Learning aim A. For instance, when learning about rhythmic composition learners could
apply concepts such as repetition, patterns, call and response, tempo and riffs/hooks.
When learning about melodic composition, learners could apply concepts such as
sequence, intervals, scales and riffs/hooks. When learning about harmonising a melody
learners could apply concepts such as chords, chord patterns, bass lines, cadences and
Pearson BTEC International Level 2 Qualifications in Music – Delivery Guide
Version 1 – October 2021 © Pearson Education Limited 2021 3
BTEC INTERNATIONAL MUSIC
UNIT 2: INTRODUCTION TO COMPOSING

arpeggiation. Finally, when learning about tonal and textural development learners could
apply concepts such as dynamics and expression, creating timbral contrasts, effects and
instrumental effects and simple orchestration.
• For B2, learners could learn about musical structures by listening to and analysing pieces of
music. Learners can discuss the effect that different structures have on the listener.
Learners can also analyse the ways that pieces of music create and release tension so as to
create musical interest. Learners can then apply these concepts to their initial ideas,
developing them into fuller compositions through extending the structure and applying
further musical techniques learnt in the unit so far. Learners can attempt to include
elements of tension and release in their developed composition.

Learning aim C: Refine and present a completed composition

• For C1, learners learn how to refine their piece into a finished composition. Learners could
consider the structure of their work to make sure it is complete and has a satisfying overall
effect. Learners should ask for feedback from teacher and peers, and act on this feedback
to refine their work. Learners should be encouraged to edit freely and to try ideas out such
as adjusting the instrumentation and the texture. Learners should then be encouraged to
consider adding further effects, dynamics and expression so as to maximise the impact and
overall effect of their composition.
• For C2, learners should study ways of presenting their final composition so it is accessible
for others to listen to and to access. If using a DAW or recording live audio, this could mean
setting levels, mixing the track down and bouncing audio to create a finalised mix. If using
notation software, this could mean creating a presentable score and audio rendition of the
piece.
• Learners are then ready to work on the summative assessment task.

Pearson BTEC International Level 2 Qualifications in Music – Delivery Guide

Version 1 – October 2021 © Pearson Education Limited 2021 4
BTEC INTERNATIONAL MUSIC
UNIT 2: INTRODUCTION TO COMPOSING

Details of links to other BTEC units and qualifications, and to other

relevant units/qualifications
This unit links to:
● Unit 10: Music Composition
● Unit 11: Arranging Music
● Unit 12: Music and Sound for Media

Resources
In addition to the resources listed below, publishers are likely to produce Pearson-endorsed
textbooks that support this unit of the BTEC International L2 Qualifications in Music. Check the
Pearson website at: (http://qualifications.pearson.com/endorsed-resources) for more information
as titles achieve endorsement.
Books
Cole, B (1996). The Composer's Handbook: A Do-it Yourself Approach. 2nd ed. London: Schott Music.
ISBN 0946535809
Cole, B (2006). The Pop Composer's Handbook - A Step-by-step Guide to the Composition of Melody,
Harmony, Rhythm and Structure. London: Schott Music. ISBN 1902455606
Websites
Art of Composing – How to compose music:
https://www.artofcomposing.com/how-to-compose-music-101
Ableton.com – a browser-based guide to music composition and sequencing:
learningmusic.ableton.com
Future Music Magazine – contains videos on the techniques & technology behind the hits.
www.youtube.com/user/FutureMusicMagazine
Music Theory for Musicians & Normal People – a series of visually appealing free pdfs on music
theory which cover all the essentials:
http://tobyrush.com/theorypages/index.html
Thinkspace Education – has various videos on scoring, soundtracking and sound design for films and
computer games:
www.youtube.com/user/thinkspaceeducation/
BBC Documentaries – contains a list of all currently available BBC documentaries about music
history, styles and techniques:
www.bbc.co.uk/iplayer/categories/music/

Pearson is not responsible for the content of any external internet sites. It is essential for teachers to preview each website before
using it in class so as to ensure that the URL is still accurate, relevant and appropriate. We suggest that teachers bookmark useful
websites and consider enabling students to access them through the school/college intranet.

Pearson BTEC International Level 2 Qualifications in Music – Delivery Guide

Version 1 – October 2021 © Pearson Education Limited 2021 5