This course is a study of the musical concepts of melody, rhythm, harmony, and form as applied to the principles and techniques of writing and arranging for the rhythm section (drums, bass, guitar, keyboards, basic percussion). Students also study lead-lines for solo instruments, two horns (trumpet plus alto or tenor saxophone), and/or voice. Students focus on the conceptual process of combining individual components to create a musically satisfying arrangement. Students explore of the use and integration of MIDI technology and sequencing as they relate to rhythm section and lead-line writing. Students also study various contemporary musical styles and the musical concepts that comprise them, including writing from the "bottom up" (groove-driven) and "top down" (working with a melody in a lead instrument or voice). Students complete writing assignments that incorporate combinations of acoustic, electronic, and MIDI instruments.
In this course, students study the properties of the trumpet, alto saxophone, tenor saxophone, trombone, and baritone saxophone. Students also explore the writing and arranging processes of standard and spread voicings, as well as approach techniques, melodic embellishment, and guide tone backgrounds. Students apply the writing processes to soli and background writing for two-, three-, four-, and five-part combinations of these instruments. It is recommended that CW-171 be taken by CWPR majors prior to enrolling in AR-112.
Five- and six-part writing for instruments. Application of voicings in seconds, thirds, and fourths. Upper-structure triads, clusters, and other nonmechanical voicings derived from chord scales. Extensive score analysis.
A comprehensive study of the evolution of jazz arranging and composition from the 1920s to the present. Score analysis of representative works by Fletcher Henderson, Duke Ellington, Gil Evans, Thad Jones, and others. Extensive listening. Written arrangements not required.
This course analyzes orchestration for wind, string, and percussion groups as used at the secondary school level. Students explore principles of score layout and arranging for concert band and high school orchestra. Students apply this principles to the scores they create for instrumental ensembles at the secondary school level.
Development of individual writing creativity. Emphasis on the building of confidence in writing clear, memorable lead lines based on standard song forms. Discussions on the relationship of speech patterns to melody. Individual conferences with the instructor when necessary. Written projects required.
The arranging of original tunes combining both traditional jazz techniques and contemporary compositional concepts. Analysis of taped examples.
Methodology of big band arranging. Analysis of scores by classic and contemporary big band arrangers. Library assignments and class discussion. Written arrangements and score analysis projects required.
Jazz arranging techniques for the rhythm section and various small-group instrumental combinations of up to three horns (melodic voices). Emphasis on developing complete rhythm section sound (with or without winds) and advanced voicing techniques (including interval-based voicings, linear approach techniques, and constant structure).
Extended applications of standard big band scoring techniques. Analysis of devices found in the compositions of major jazz writers.
In this course, students explore the musical concepts of melody, rhythm, harmony and form as applied to the principles and techniques of writing and arranging for the rhythm section (drums, bass, guitar, keyboards, basic percussion) and a lead-line in a solo instrument, two horns (trumpet, alto or tenor sax) or voice. Students learn about the conceptualization process of combining individual components to create a musically satisfying arrangement. Students also learn various contemporary musical styles and the musical concepts that comprise them, including writing from the bottom up (groove-driven) and top down (working with a melody in a lead instrument or voice). Students will complete writing assignments that incorporate combinations of acoustic, electronic, and/or MIDI instruments.
The first of a three-course series within the Berklee Popular Music Institute, this experiential course provides students with the practical and analytical skills needed to develop a successful touring act chosen from among their fellow students. Students start with a&r, listening to submissions and evaluating both the artist's virtual presence and live performance. They then create an artist development plan, taking into account recording and production, web presence, visual identify, merchandise, brand partnerships, media relations, and touring. In addition to booking and planning a summer semester tour for their acts, students will attend industry conferences to network with professionals and hone their music business and management skills.