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Neil Moore

There’s protocol, there’s what’s done commonly, and then there are formal ‘rules’ (which, of course, can always be broken). And particularly when it comes to composition and improvisation, the more individual the better. Just keep encouraging her, and, if it were me, I’d say, “Well done, what an excellent and interesting choice. I’m looking forward to hearing more.”

Leeanne I., Australia

The two main types of cadences are perfect and imperfect. Perfect sounds resolved, imperfect sounds like a question. Either are fine!

Mark M., New York

I fully support the creative choice not to end on the tonic, and I fully resonate with “make it sound more mysterious” being one of many good reasons to do so. I wouldn’t advise anything other than what Neil advises. There is no mistake here in a need of correction.
BTW, you don’t need to be an out-there experimenter like John Cage to do this. One example (and we could definitely find many other well known songs that end off the tonic): one of the most financially successful and popular musicians ever ended very conspicuously off the tonic, on a dissonant and arguably mysterious chord, in a song that 1) was a huge hit, 2) has been a fireworks-driven (literally) highlight of his concerts for decades, and 3) got an Oscar nomination. Go listen to Live and Let Die by Paul McCartney / Wings and check out where it ends.

“Learn the rules like a pro, so you can break them like an artist.” –Pablo Picasso

“Tools, not rules.” –Tune Toolkit

Ian B., Pennsylvania

I purposely tell my students that any advice I give them is a rule meant to be broken. That is what every creative person does. Learn the rules so that you can break them. I think it’s doubly awesome that your student INTENTIONALLY ended the piece with mystery. This is a great sign.

Kerry V., Australia

oh i love it when my students do this kind of thing. I did have a student do the same thing. Sounded amazing. He made the music fit for what he was creating.

Brenda D., Colorado

With my students, I let them know at the very beginning that I want them to experiment with sound. I also tell them that there are no right answers or wrong answers. As soon as you set up rules, their creativity will be stifled for fear of not doing it “right.”