Apply knowledge and understanding of the instrument in order to compose with an understanding of musical idiom
Ask learners to compose short pieces of music for their own (and perhaps other) instruments, developing the work in Programme of Study 2.
Notation is likely to be used as a memory aid, first in shorthand (or graphic form) and then for performance. Some learners may be composing for GCSE/Nationals/BTEC/RSL or other qualifications. There are many natural ways in which instrumental teachers can liaise with classroom colleagues for mutual support.
Ask learners to create a multi-layered piece by using technology to create a beat then adding an instrumental part over the top.
This can be done using on-board features or an online tool such as Song Maker on Chrome Music Lab.
Encourage learners to use a range of musical devices appropriate to their technical and musical understanding, e.g. repetition, sequence, contrast.
Ask learners to compose within a given structure, e.g. to compose or complete a melody with a given 16-bar chord progression. Suggest suitable pentatonic or other scale patterns. Explain the importance of matching melody with harmony, and draw attention to the importance of dissonance and resolution.
Literary, visual or emotional starting points can be used, but the process of composing should focus on how effectively the musical ideas are developed within the genre.
Help learners to refine their pieces within the chosen style, discussing their progress and suggesting ideas for improvement and development.
Some programs allow learners to share their compositions digitally with other learners, with the facility for learners to comment on each other’s work. Ensure that you adhere to your organisation’s safeguarding policy with regards to the use of online platforms.
Help them to write their pieces using notation.
Provide opportunities for learners to perform their compositions, perhaps involving other musicians.
Continue exploring the current Programme of Study
