Composition

Composition Brochure

Judah Adashi, coordinator
jadashi@aya.yale.edu

Individual instruction in composition is available for pre-college students and adults. Student works are performed and recorded in master class or recital settings 1-2 times each year. Prerequisites include a knowledge of traditional notation, proficiency in the fundamentals of music theory and instrumental or vocal study (or comparable experience). In order to be considered for lessons, please contact Mr. Adashi via email.

For instruction in music theory, please see the Music Theory Department.

Objectives and Philosophy

Compose daily, if possible. Set aside a regular amount of time that is dedicated to writing music. Bear in mind that not all material that emerges during a given session will be useful or good; write it down anyway, and keep it for reference. Remember that composing time and real time are two very different things—if you are writing a fast piece or one which involves a large ensemble, it may take hours to generate a few seconds of music. Set goals, with your instructor, to write a certain amount of music each day, week, month, year. Composition requires discipline, not just inspiration. Similarly, composition study offers long-term rewards, not instant results. Be patient.

Strive for clarity and specificity in your notation. Music is not just about pitch; meter, rhythm, tempo, dynamics, phrasing, articulation, and expression are all integral to a complete score, and should be indicated accordingly. The score is a map which allows a teacher, performer, or conductor to effectively realize and understand your intentions.

Listen to a wide variety of music, live and recorded, classical and otherwise—different genres, different styles, different media. Stay apprised of, and involved with, events and developments in the music world. The selected resources page offers a sampling of ways in which to do this.

Evaluation/Grading Policies

Students in individual instruction are expected to bring new material to each lesson. The emphasis is not on quantity but on substance, on evidence of thought, time, and effort invested. It is understood as a given that even beginning composers have a wealth of musical ideas; the challenge is to organize and notate those ideas in a clear and expressive way. Students are not graded on creativity, but on week-to-week diligence and successful assimilation of feedback. Attendance and participation are also a factor. Grades and progress reports are sent home at the end of each academic year.