Book excerpt: "Composing with constraints proposes an innovative approach to the instruction of the craft of music composition based on tailored exercises to help students develop their creativity. The fundamental premise of Composing with constraints is based on my previous book on algorithmic composition, which-in a few words-states that all compositional approaches are algorithmic and can be reduced to a formal process that involves a series of logical steps. When composition gets condensed to a series of logical steps, it can then be taught and learned more efficiently. With this approach in mind, Composing with constraints proposes a variety of exercises in the form of algorithms to help the student composer and the instructor create tangible work plans, with high expectations and successful outcomes. The book is structured around the parameters of melody, rhythm, harmony, texture and pre-compositional approaches. All chapters start with a brief note on terminology and general recommendations for the instructor. The first five chapters offer a variety of exercises that range from analysis and style imitation, to the use of probabilities. The chapter about pre-compositional approaches offers original techniques that a student composer can implement in order to start a new work. Based on lateral thinking, this last section of the book fosters creative connections with other disciplines such as math, visual arts, and architectural acoustics. Each of the 100 exercises contained in the book proposes a unique set of guidelines and constraints intended to place the student in a specific compositional framework. Through those compositional boundaries the student is encouraged to produce creative work within a given structure. Using the methodologies in this book, students will be able to create their own outlines for their compositions, making intelligent and educated compositional choices that balance reasoning with intuition. Depending on the class in which it is adopted, Composing with constraints can be a priceless aid for the instructor. When used to complement a music theory class, the exercises can be used as compositional projects, to provide creative frameworks to the theoretical concepts studied in class and even to trigger group discussions. In a class on analysis, the book can be an invaluable tool for stylistic understanding, appropriation and imitation. Finally, when used in individual and group composition lessons, the book can provide an enormous palette of concrete assignments that the instructor can use to guide the students' compositional development and practice. The grading rubric provided in the book is an invaluable tool for both the instructor and the student. Divided in four categories (i.e. followed guidelines, orchestration, idiomatic use of the instruments and "open spaces"), the grading rules clarify in detail the grade awarded to the student, showing the aspects of the work that can be improved. Through the quantization of "open spaces", the rubric also helps the instructor ponder the students' creative use of the aspects of the exercises not constrained or left "free" in the guidelines. In sum, Composing with constraints is an excellent tool for the instruction of music composition offering clear organization, a helpful grading rubric, and a versatility that makes it applicable for a myriad of courses and levels"--