Compose by developing musical ideas within simple given structures and applying instrumental skills

Show learners how to build on ideas from pieces and improvisations and develop individual or group compositions. Starting points can be literary or visual stimuli, musical devices, including sequence, ostinato, riffs, and pieces listened to.

In whole-class lessons, put learners into groups and ask them to create a rhythmic pattern together. Explain that there will not be a group leader, but rather that they all need to work as a team.

For drum kit, give learners a skeleton plan and ask them to write above each bar whether it is to be a rhythm/groove or a fill.

Ask learners to explore musical ideas using their instruments, jotting down the main points. The drum kit is an excellent sound source for this.

In whole-class teaching or percussion ensembles, help learners to identify the particular roles that different instruments play and encourage them to apply this to their own compositions – e.g. the surdo keeping the beat and the agogo bell maintaining a rhythm in Afro-Brazilian music, or the roles of the dununba, kenkeni and sangban in the dundun section in West African music.

Encourage learners to evaluate their work during their lessons. Give specific feedback about musical details and help them to overcome particular problems.

Help learners to refine and notate their pieces, possibly using technology if appropriate.

Promote opportunities for learners’ compositions to be performed alongside other pieces they are learning.

Set activities over a number of weeks. These can be undertaken as part of learners’ practice and reviewed in each lesson.