Composition in the Orchestra Classroom

I really enjoy incorporating student composition projects into my orchestra classroom for a number of reasons. Composition demonstrates mastery. If a student can create using a concept studied in class, they are demonstrating a higher level of thinking and application of the learned material. For example, it’s great that a student can play a scale, but if they can create something new – a composition or idea based off the scale, they have truly learned, understand, and can manipulate the scale taught to them, they are applying their knowledge and are demonstrating a higher level of learning.

Additionally, by allowing students the opportunity to compose they are given the chance to discover sounds and concepts they might personally find interesting. Students are able to be creative and explore music and what they have been learning about in a new way, a more individual centered approach to the material than a teacher centered approach.

Clear Goals and Directions

It’s important to note that some students may not be sure what to do or where to start when first assigning a composition project. It’s not enough to simply say to students, “here is some staff paper, now compose!” Most students would be overwhelmed by this, at least in the elementary to middle school levels I have taught in. This response makes sense too because most of our students learning music have never had the opportunity to explore music away from reading notes off the written page. They do not necessarily know where to start, how to start, what to do, how to approach writing a melody, what goes into a melody, or the notion of creating a composition.

I’ve found that when starting to incorporate composition into the classroom it is best to start simple! Students need clear goals and directions, makes sense, since this also makes for great teaching. It is also helpful to walk students through the thought process and create a composition as a class so students get a sense of how to begin and what is expected of them. When assigning a new composition project I always try to do a class composition on the board using input from the kids to walk them through the project and goals of the composition.

If students have challenges in notation, I may just allow them to “notate” their ideas in a way that makes sense to them and then come back to formal notation later with that student or group of students. Since the goal is for them to explore a concept, come up with their original ideas, and compose in the sense of creating their own music (which happens before they formally write it down), I don’t necessarily want the students to get bogged down by how to write something using formal notation.

Be Positive

Furthermore, as a educators we want to be encouraging and light on criticism and judgement when students are beginning to compose. Students may already feel uncertain about exploring music in this way, they may not like what they write, or be overly critical of themselves. We need to be the voice of encouragement through the process of composing.

As educators we must certainly help students if they get stuck, but it is important to remain positive and encouraging during any composition project we may do. Even after a thorough explanation of a project students may get into their composed melody and have made some mistakes because they didn’t understand the directions or they were not sure what to write or how to write something. They may have difficulty notating an idea or rhythm – be positive and walk them through the challenges. Composition is a great way to reinforce all musical skills and allow kids the opportunity to express themselves. Encouragement is key, in my mind.

Where To Start?

Beginning to venture into composition projects within an orchestra or instrumental classroom setting can be intimidating. It may be difficult at first to know where to start or how to create a project. As I said before, it’s best to keep things simple. Here are some ideas for composition projects.

1. Scale

If you are working on a scale in class such as G major, a good place to start would be to have students create a composition using the notes in the G major scale. Create clear parameters for students. Some examples might be having them start and end on the root of the scale (the note G) or allowing them to only use simple rhythms (half, quarter, and eighth notes). Put the piece in common time and limit the number of bars to four measures or even less. Limit the number of notes students can use within their composition such as only the first five notes of the scale. Having students create a composition based off of a scale will not only reinforce their knowledge of the scale, but get them to interact with the scale in a new way. After all, this is what composers do – take their musical knowledge and create something new with it.

2. Inspired Compositions

Another idea might be to have students create their own original composition based on the elements of a theme from a piece you might be playing for an upcoming concert. This would require some study of the elements of the theme you want to base the student compositions on. You might analyze the theme for scale movement, use of repetition, changes from major to minor, patterns, rhythmic elements, dynamic contrasts, and so on. This idea will help students dig deeper into the melodies they are performing and also try their hand at creating their own melody based off the elements of another composers work.  

3. Motif

Have students compose by creating a short one or two bar motif. I assigned this project one year when working on Carol of the Bells for our winter concert. We studied the idea of motif, played the famous motif from the piece, discussed aspects of the melody, and then I assigned students the task of creating their own short, one bar motif using the same notes. It was interesting to to see what students came up with only using a few notes.   

4. Musical Elements

If you happen to be studying conjunct movement or disjunct movement in class, have students create compositions where they can only write a melody where notes move up or down by step or have them write a melody where the notes move by leap. This idea could work with any music concept being studied in class such as repetition, musical patterns, and so on.  

5. Contrasts

Have students create a composition using some kind of contrast or opposite feeling. If you are studying relative minor have students create a melody in the major key, then in the major keys relative minor. Another idea might be having students compose using rhythms – one section might have long, held out rhythms and another section shorter, more syncopated rhythms.

Conclusion

Composition within the orchestra or instrumental classroom can be exciting for both students and teachers. It can offer up the chance for group or peer to peer collaboration. It can allow students the chance to shine in a new way within the classroom. Composition gives students a glimpse into where the music they perform comes from and gives them the chance to experience a composer’s process for themselves. Composition opportunities can greatly reinforce the concepts being studied in class and give students the opportunity to interact with those concepts in a new way. Lastly, allowing students the opportunity to compose can inspire and access new musical opportunities for them that they never knew about or never knew they could explore.