Composition has had an important role in music education since the inception of the 1994 music standards. Still, composition can be difficult to include in music instruction. I've found it difficult to include in more traditional programs (like my orchestras). Personally, I love to compose; I use notation software to write songs that meet pedagogical needs of my students. However, I'm not always confident how to start teaching composition to my students. I use a strong background in music theory to write music, and my students simply don't have that background yet.
Some great points I am trying to consider are starting with small, highly structured projects, and start at a developmentally appropriate point (Bauer, 2014, p. 61). Perhaps having students write a short phrase using recently learned scales would be appropriate. Early experiences probably shouldn't include notation (especially for my 4th grade students who begin their learning mostly by rote). However, later compositional projects could help reinforce rhythm and notation skills.
Much like improvisation, aural skills play an important role (Bauer, 2014, p. 61). Helping my students "think in sound" is vital so they can write what they hear rather than the other way around. To this end, I've been including more echo responses to help my students hear rhythm and pitch. The older students have done a good job hearing melodies in a single scale while the younger students need more constraints on note choices, but do a great job hearing rhythms.
The role of technology in music composition
Technology can go a long way towards assisting with composition in the music classroom. Of course, notation software can be beneficial because it provides students with immediate, aural feedback. However, a symbol-to-sound rather that sound-to symbol approach may be prohibitive to the development of audiation (Bauer, 2014, p. 66).
Non-traditional means of composition also have their benefits. Web based DAWs like Soundation and Soundtrap can be very effective in helping students compose. I like the inclusion of loops because they afford students the ability to manipulate musical ideas without requiring instrumental skills. Students still need to be able to "think in sound" and make creative decisions while using loops. I've also had students use GarageBand for the Ipad. The virtual instruments included have been fantastic in getting students to manipulate sound; they need to make musical decision in time, but don;t need instrumental skills. The Music Technology class I've taught in the past used GarageBand to great effect. Students made some very musical compositions and also learned a great deal about music theory (chord symbol and pop music based) in the process.
As I continue to include technology in my composition curriculum, I'd like to combine less traditional resources with the instruments students are skilled in playing. Students might create some interesting loops in Soundtrap and then improvise with their violin (or other instrument) by recording with a microphone and audio interface.
Another great idea for music composition using Noteflight is on display in this club developed for the Minnetonka, MN schools in this video. The students in the video also reflect on the value of the composition they are doing.
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