Transcript Vermont Midi_no pics

WHY SHOULD WE
TEACH
COMPOSITION
USING NOTATION
SOFTWARE?
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Using
notation
software
develops music
literacy!
2
 Since
the computer writes the notation,
the student can feel very proud of the
work they have done.
 It is legible, and the computer can play
their work so they can hear it.
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HOW DO I GET STARTED??
 Students create “rhythm bank” on a piece of
paper…ten rhythm patterns of four beats each. They
can later draw on these ideas. They must be able to
clap these rhythms accurately.
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STEP TWO
 Working in pairs they pick one of the patterns and
play it on a xylophone or keyboard assigning pitches
to each note. They may then write the alphabet name
of the note above the rhythmic notation .
 At this point, the students have a four beat rhythm
pattern…they have assigned pitches and can perform
it correctly.
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STEP THREE
 On staff paper, students write out the four beat
melodic pattern correctly with stems going the right
way, etc.
 They then perform their pattern for the class and the
teacher makes sure what they have written matches
what they are playing!
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STEP FOUR
 Students are then put into groups to create their
compositions. Each person in the group has a
completed four beat pattern.
 They THEN go to the computer and one student
enters his/her composition in notation software in the
first measure.
 The first line of music, a four bar phrase, will be based
on this four beat pattern. There will be as many
phrases as there are students in the group.
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STEP FIVE
 After
listening to the first measure, the
group decides whether the pattern sound
like a first or second measure…a question
or answer. If they feel it is a "question”,
they leave it there. If it feels like an
“answer” they move it to the second
measure.
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STEP SIX

Another student creates the next measure, either a
first or second measure right on the computer.

If they get stuck for ideas, they can refer to their
“rhythm banks”.

Students take turn to create the first four measure
phrase. Be sure they are taking turns and that all in
the group re involved in the process.

Have students check the last measure to see if it
sounds like an ending measure…like a period at the
end of a sentence.
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STEP SEVEN
 When the group is done with the first
phrase, the second line of music is written
using another student’s pattern as the
basis of the phrase.
 Use treble clef only
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STEP EIGHT
 When all phrases are completed, students decide in
what order to arrange the phrases and which phrase
should be repeated at the end.
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ASSESSMENT
 Assess
create
 Criteria
students with a rubric that they
–Respect for others and equipment
–Approach to work
–Music composition
–Students assess themselves, their group
members and the teacher assesses them
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 THINGS
TO REMEMBER:
–Reflect and critique frequently
–Encourage revision
–Provide opportunities for live performance
–Composition is one element of a well rounded
curriculum
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