Specification Guidance
Composition Tasks – guidance for teachers
What is the requirement for composition?
The requirement is for students to write sustained compositions within the time constraints outlined in the specification. Students choosing core composition at A2 level will be issued with a choice of three stimuli in September of the year prior to the examination. Students choosing all other composition elements are free to choose their own brief, style and resources. There should be an emphasis in all compositions on how musical ideas can be sustained and developed to create a piece of the required length. Students will therefore need to explore a range of structural and expressive devices and further develop their harmonic knowledge and understanding. It is also important to emphasize the need for the creation of good musical starting points which have the potential for development throughout a piece. This may involve tuition in basic melody writing, with balanced phrases, cadential focus, modulation, and formal structures.
Many students will need to curtail their creativity in order to stay within the upper time limits of the specification, perhaps by using fewer musical ideas and/or reaching their climactic points sooner.
A2 students will note from the specification the necessity to use tonal harmony in their compositions. A more than basic harmonic knowledge is anticipated at this level. Where appropriate, compositions may use primary and secondary chords, dominant and secondary sevenths, chromatic chords, chordal extensions (9ths, 11ths and 13ths), gradual or abrupt modulations and tonal shifts.
Is the commentary important?
Students must recognise the importance of their written commentary as it demonstrates their understanding of the compositional process and provides the examiner with insight into the work. It is also a way of achieving additional marks which may make a difference to a final grade.
The commentary should be sufficiently detailed in providing the required background to the composition. Specifically, it should set the context by stating the choice of stimulus, the resources used, intentions, chosen style etc. and draw the listener’s attention to techniques, keys, harmonies, performance issues etc. It is also essential to identify any genres, styles, works and personalities which may have had a bearing on the compositional process as this often assists the examiner in understanding the student’s intentions.
Where music technology is used, the commentary must include full details of equipment and program(s) used in the composition.
How is it marked?
It is important that students are made fully aware of the criteria against which their compositions will be marked, as this will give them a better understanding of what their compositions must demonstrate. It would also be helpful for them to be aware of the mark band descriptions available from CCEA’s Music microsite ( This site also contains pupil friendly guidance on the composition process and past examiner reports containing many helpful hints on specific types of composition, what seems to work and what doesn’t, hints for success and dangers to avoid.
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