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 musical devices, structures found in repertoire, e.g. ostinati/riffs, ABA patterns, pieces listened to, or literary or visual stimuli.
Whilst instrumental lessons are not a substitute for curriculum music, they do provide opportunities for learners to extend ideas that originate from classroom lessons. Instrumental teachers have particular expertise that helps learners to explore the technical and expressive potential of the instrument.
Develop learners’ interest in composing melodies using various scale patterns introduced at this level, e.g. modes starting on A, G or C, pentatonic scales within simple structures. Discuss how the scale and the repetitions and contrasts affect the character of the music.
Ask learners to compose a 16-bar RH melody using a pentatonic pattern:
- adding chords to learners’ pieces, discussing the possibilities, and encouraging them to choose between alternative progressions
- helping learners to learn to play the finished pieces (both hands), which can be performed to the rest of the group, and if possible a larger audience
- suggesting that they choose titles for their pieces, based on the character of the 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 compositions, possibly using technology if appropriate.
Notation programs and digital audio workstations are useful tools to support the recording and refining process. Structural coherence and balance are more important than how many notes or bars a piece contains. What matters most, however, is that musical creativity becomes a habit – and one that learners enjoy.
Promote opportunities for learners’ compositions to be performed alongside other pieces that they are learning.
Set activities over a number of weeks. These can be undertaken as part of learners’ practice.
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