Class Ensemble Project Assignment 2 MUS 111 Syllabus   MUS 111 Schedule   William Wieland
Complete a full score (transposed). You might begin by photocopying your piece and jotting down instrument abbreviations into the score to indicate entrances and exits. Experts will make suggestions before you extract parts.
I expect some creativity. You won’t receive an A if you simply transpose an SATB hymn. Consider the class ensemble as a pool of instruments from which you can draw solos, duets, trios, etc. Use unique instrumental combinations, various doublings (unisons, octaves, P15s) and different registers. Consider using mutes, different simultaneous articulations, melodies in parts other than the top line and extended techniques (provided the performers can play them). Experiment with different sounds on the computer.
Orchestrate musically. For example, choose “staccato instruments” for staccato sections. Orchestrate crescendos by gradually adding instruments. Highlight new sections or phrases by a new instrumentation. Use rests so both the performers and the music can breathe.
Ask, “What am I doing to the performers?” (Is it excruciatingly difficult?) and, “What am I doing for the performers?” (Is their part boring?)
Instrumentation Tips

PrintMusic! Tips

Scoring for Student Ensembles

Tips from Frank Erickson's Arranging for the Concert Band

Approximate Choral Equivalents
"High Soprano"Fl (might double the soprano an octave higher)
"Soprano"ClarinetOboeSop or Alto SaxTrumpetViolin
"Alto"ClarinetEnglish HornAlto SaxHornViolin or Viola
"Tenor"ClarinetBassoonTenor SaxTromboneViola or Cello
"Bass"Bass ClarinetBassoonBari SaxEuphoniumCello
"Low Bass"Tuba and Contrabass (might double the bass an octave lower)