44.

Clusters as a starting point for composing and improvising

An introduction to the concept of clusters, using reference works. Then we create an original piece based on clusters or use clusters as a basis for improvisation.

Assignment author
Sanna Ahvenjärvi

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Basics

Skill level

Group size

Minimum time required

1 lessons

2 lessons

One month

Goal and output

Pedagogical goal

Introducing the concept of a cluster and how it is notated.

Concrete output

A collective composition or improvisation consisting of clusters.

Work progress

• Define the concept 'cluster'.

• Have the students sing or play clusters that you have written out (on their own instruments, classroom instruments and/or keyboards).

• Have the students work alone or in pairs to create clusters, notate them and then play and/or sing them together.

• Listen, while looking at the score, for instance to Penderecki's Threnody for the Victims of Hiroshima and analyse the clusters used.

• When the analysis is completed, have the students work in pairs or small groups to create a graphic score for a collectively created composition that contains clusters. The students are then to perform the piece based on the score.

• When creating the graphic score, consider the properties of the clusters, for example:
- how wide is the cluster?
- in which register is the cluster?
- what is the tonal colour of the cluster? are there many colours involved?
- how do we move from one cluster to the next? (glissando, clean break, stepwise movement, one pitch at a time?)
- what is the dynamic?
- what happens within the cluster? (semitone or tone to neighbouring pitches; small leap upwards; small leap downwards; large leap upwards to a different register; large leap downwards to a different register?)

• Perform the piece and record it. The students may fine-tune it and make changes, and render the notation in the score more precise.