Student Projects
A compilation of AMADEUS students' school projects and work

1. Doburoku
   
   
   
2. Drowning in Thoughts
   I have always found the combination of piano and cello to be very elegant and intriguing. This inspired me to compose my first piece, Drowning in Thoughts, a composition in C minor written in rondo form (ABACA). In this piece, I have portrayed my thoughts and emotions through the melodic dialogue between the two instruments.
   
   
3. Waltz
   Waltz is a composition for piano solo in C sharp minor. The piece is in a rondo form (ABACA) with the main theme in the introduction, a new melody in the second part, a modulation in the third, a culmination in the fourth, and eventually coming back to the first theme in the end. The main theme gives a mystical sense that travels throughout the whole piece.
   
   
4. Bloom
   Bloom is a composition for harp, violin, and cello. The piece is structured in 4 parts, each consisting of 16 bars. I tried to use flowing transitions between sections, with the melody line being alternated between the instruments.
   
   
5. Dancing With The Wind
   Dancing with the Wind is a piece that uses Middle Eastern rhythmic/melodic patterns, adapted to a western type of instrumentation and arrangement. I am originally from Iran and these types of patterns have always been an influential factor in my style of composing. For this piece, I used the time signature of 7/4 which can be usually found in Middle Eastern music. The pattern that I chose within this time signature is 2, 2, 3, which whilst performing at a high tempo, creates an elegant flow within the piece. I adopted the following structure A, B, C, B, D, A because I wanted to develop a simple phrase, have a solo section, and go back to the main simple rhythmic pattern at the end once again.
   
   
6. Bobbie
   Bobbie is a tumultuous piece for piano, the theme for which I wrote a day after the passing of a family member of mine. And so, the key is minor and the chord progression somewhat dissonant. My intention was to create an expressive piece for piano using the knowledge I have from classical training on flute. The structure is such that the theme is introduced then modulated and expanded upon with a somber ending that reiterates it in a new light. Over the year of writing the piece, my world view/disposition would be reflected by the music. The theme itself, a reflection of my grief, the modulated version in the middle section, a reflection of the turbulence and melancholia which accompanies grief, and the last part of the piece, I see as representing the need for resolution.
   
   
7. Reformed
   My second composition, Reformed, is an attempt on my part to use my knowledge of melody to thread together cello and B foot flute. Similarly, to my first composition, I realized that it was difficult to compose following a specific structure and when I tried, the musical development would fall flat. Therefore, I worked on keeping a balance between various melodic developments and the outline of a cohesive structure. I’m inclined to say, “let the music speak for itself,” but, I do have to acknowledge that the piece goes in a lot of directions and I hope this description is helpful for the listen