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Students enjoy composing their own music. We will use "The Composer's Workshop" Resource Master from "Share the Music" (McGraw-Hill) to complete this composition.
Lesson 010
Objectives:
*Students will read the resource masters and compose a song based upon
the instructions.
*To
complete pp. 20-32 in the Alfred Basic Piano Library Level 1A
(varies based on student level).
*To complete one Lesson in Music Ace 1.
*To begin / continue learning procedures for operating Sibelius notation
software.
Materials:
Alfred 1A Piano Books,
keyboards and related equipment, computers, printer, Music Time
Deluxe or Sibelius (+Teacher's Tools), Music Ace 1 software and
teacher's manual, Grade 6 (p. 224) Share the Music (McGraw-Hill)
Resource Master 5.7 'The Composer's Workshop', handouts by the
teacher.
Procedures: Students should have prior knowledge of the procedures in Music Time Deluxe for creating a score with 2 or more staves, changing General MIDI sounds, and changing channels of sounds, along with tempo, and creating a title (text). We now have Sibelius available, so students can use this program for notation also. Most of the students are familiar with creating a score and instruments, as well as entering eighth and quarter notes in Sibelius.
View the handout for students to complete
as they read Resource Master 5.7.
Students should read the Composer's Workshop handout as a group. The Composer's Workshop compares using 'tools' such as a hammer, nails, screwdriver, etc., from a workshop to tempo, melody, harmony, and other devices used to create a composition. The worksheet uses a poem to set to music.
The
worksheet teaches the students to try to understand or think
like a composer. Students also find that a composer has to
make a lot of decisions or choices when writing a composition.
Students will list their choices on the handouts before creating
the composition on the computer.
* Tempo -
students will read the tempo page of the resource master and
choose a tempo from adagio (slow), moderato (moderate), allegro
(fast), and presto (very fast).
Instrumentation - students will choose
2 or more instruments for their sounds based
upon the tone of the poem.
* Dynamics - students will choose a dynamic
that seems appropriate for the poem. Choose
from pianissimo (very soft), piano (soft),
forte (loud), and fortissimo (very loud). Students
may choose more than one dynamic if they feel
it is needed based on the poem. They might
also specify how loud or soft to make the accompaniment
for their composition, which may be different
than the dynamics of the melody. Students may
need help to change dynamics in the notation
program.
* Melody - students will use 5 notes,
specified on the resource master, for creating
their melody C,D,E,G, and A. They might sing
the melody to the words of the poem, or play
it on the keyboard. Let them experiment with
different combinations until they like the
result. Record (write on paper) the melody
by writing the poem and using a different note
written above each syllable.
* Harmony - students will write chords
as specified on the resource master. Use only
CEG and ACE chords for the harmony. Play this
on the keyboard to decide which chord sounds
best with each syllable listed on the page.
There will be a total of 8 chords played in
the song, based upon the poem.
* Rhythm - students may choose to use
the rhythms listed on the resource master,
or write their own rhythms for their composition.
Three patterns are listed on the resource master
(quarter / eighth note patterns):
Coming
together - Students may also add a title to their composition.
Students should take all of their choices for the composition
and write them on the staff provided with the resource master.
Use the notation software (Music Time Deluxe or Sibelius)
to create the song on the computer. Save and print the music.
Perform the music with the keyboard and the computer. Try
to play along with the computer as the accompaniment. Eventually,
we will use Sibelius to create a Scorch file of the student
compositions to be placed on our web site.
Sibelius (This portion of the lesson was from 2004. We use Sibelius notation software at the beginning of each school year now.) If
time is available, students will demonstrate knowledge that
they have started learning procedures to operate Sibelius notation
software using the program and the Teacher's Tools student
books. (Example: Open the program, start a new score, add instruments,
enter quarter and eighth notes using the electronic keyboard
and using the computer keyboard, playback of songs, open a
song and play the file.)
Ask
students to notice...
* How do you decide on specific instrument sounds to complete your composition?
* What types of instruments sound better when paired together?
* Does the instrument, tempo, accompaniment and other patterns that you
choose really 'fit' the poem that you are creating a composition for?
* What types of patterns do you hear in the melody of your compositions?
(Steps, skips, repeats, leaps, etc.)
* Will your composition be something 'that you can sing to and remember'
like a song (does it have a melody that you can identify and remember)?
* Would you make any changes to your composition if your fellow keyboard
students did not enjoy your song or would you keep the composition as you
had written the first time?
* Did you use all of the 'tools' listed in our resource handouts?
* Can you use this resource handout to complete other compositions that
you will be writing?
* Are there any other 'tools' used in creating compositions that we haven't
used? (i.e. form, texture, etc.)
* Can you play back the melody (and harmony for some students) with the
computer?
Music Ace 1 - Students will continue to progress at their own pace through the lessons on the computer. Teacher will assist with students and their questions. Some students will have completed Lesson 6 or higher by this time.
Alfred
Basic Piano Book 1A - If time allows, students will work individually
on pages 20-32, with assistance and demonstration of notes
and technique by the teacher.
Extra Activities:
Students
should begin studying the Sibelius Teaching Tools books and
become familiar with commands and procedures as we switch to
our new notation program.
Work on musical skills through some of the quizzes and games on the Music Tech Teacher Quizzes and Games pages. Choose games according to the skill level of the students. There are several quizzes available for studying lines and spaces, rhythms, and skips, steps, repeats.
If students complete the Music Ace Lessons successfully, they might work in the Doodle Pad section, learning to 'compose' their own melodies. These melodies can be saved but not printed.
Post student compositions on the 'Student Work' pages of this site.
Share the Music (McGraw-Hill)
Evaluation:
* Students will be able to successfully perform all of the exercises on
pp. 20-32 of the Piano Level 1A Lesson Book.
* Students will be able read and comprehend the Composer's Workshop Resource Master and successfully complete a composition using the guide (toolbox) established in the worksheets.
* Students will complete one or more Lessons (5-19, depending on student level) in Music Ace 1, and will print a Progress Report of their work to give to the teacher and to their parents.
* If time is available, students will demonstrate knowledge that they have started learning procedures to operate Sibelius notation software. (Example: Open the program, start a new score, add instruments, enter quarter and eighth notes using the electronic keyboard and using the computer keyboard, playback of songs, open a song and play the file.)
