Teach-Primary-Issue-19.2

SIMPLE STRATEGIES START SMALL To help transition from call-and- response activities, get pupils to adapt a rhythm. Remind them that rhythm is a mixture of long and short ‘notes’, and share a simple example using a basic subject, like food: “Choc-o-late cake” (short/short/short, long). Ask them to choose a new flavour: “straw-be-rry cake” (long, short/short, long). You could repeat this activity with tuned percussion, asking pupils to copy a simple tune at first, then adapting it themselves. GRAPHIC NOTATION Using note letter names is one simple step towards notation. Another is using images. Have the pupils create a simple logo for each note on a sticky label and attach these to each key on a keyboard. That way, as they are composing, they simply draw out the pattern. For example: A = * B = / C = “ etc. That way they can simply record their composition in graphic form. So, * / “ “ * / “” would be a simple melody. INSPIRATION Explore the use of soundtracks in film – how do the composers build tension or mimic positive emotions? Play a short section of video with the sound off (maybe something from David Attenborough’s Planet Earth ). Ask the children to think about what sounds, rhythms, dynamics, etc would be suitable for each segment. Pupils can then perform their piece while the camera rolls. and get them organised into easily stored boxes; it might be that there are instruments hidden away. Sometimes it’s a case of just working with what you’ve got, so if you do have to resort to the dreaded recorders, at least children have a chance to experiment with sound (buy some ear defenders, though...). The alternative is to use a digital approach. There are a number of apps, with Garageband being the most popular, which can be used to create simple compositions. On Garageband, you have access to a range of virtual instruments that wouldn’t be available in class. Pupils can click record and play a simple melody, then listen back and reflect on their composition. An alternative is Chrome Music Lab, which provides a range of online resources. The most effective is ‘Song Maker’, which allows pupils to create a simple composition by selecting coloured boxes. Remind pupils that lots of our most famous musicians started out recording music in their bedroom – these might be the first steps, but the end point could be super-stardom (or at least a fulfilling career)! Teaching composition provides children with invaluable opportunities for creativity, emotional expression, and cognitive development. By creating a supportive, engaging environment and using a variety of teaching methods, we can all help our pupils develop their own musical voices, and, hopefully, find teaching these lessons a bit less stressful. TP Ben Connor is a deputy headteacher at a primary school in Bury, Greater Manchester. He is a trainedmusic specialist and has been teaching for 13 years in various schools. @bbcteaching www.teachwire.net | 67