Unit 6 – Composition
Activity 1 – Following a pattern
The teacher uses symbols or pictures to represent the sounds, rather than numbers, and reads out the chart in different directions. Certain numbers are left out to introduce silence or rests. For example, when number three is pointed at, students should not stamp. The class is divided into 4 groups – one clap group, one snap group, one stamp group and one slap group. When the teacher points at a number only the appropriate group should make a sound. Increase the number of sounds and symbols to make the task harder.
The teacher also increases the number of sounds and reads one line of the grid. Students should then work out which line is being read. The teacher could also play the columns of the grid. When the students are familiar with this, they can replace the teacher.
By making use of numbers, pictures and symbols to represent body percussion or classroom sounds, students start to have an idea of how to create their own original compositions.
The teacher draws a chart on the board. Number can be written in different colours:
1 represents a clap
2 represents a snap
3 represents a stamp
4 represents a slap
The teacher reads the chart from left to right, pointing at each number. When the teacher points at a number, the children should make the appropriate sound.
The teacher encourages students to make up their own symbols to represent different sounds. Students can now make up their own compositions by creating symbols to represent other body percussion sounds, or classroom sounds. They can then draw their composition on the board, and the class can play each other’s body percussion, or classroom sounds composition.
Activity 2
The teacher reinforces composition activities to students. Reference is made to conventional notes, expressions and dynamics. The teacher introduces clapping to the Lub-Dab-Rest, i.e. clap, clap, rest (ta-ta-sa).
Students are encouraged to say and clap to the Lub-Dab-Rest using expressions and dynamics. Reference is made to the composers and how they make good use of expressions and dynamics. Students are guided to copy from the board. Then they try to create their own composition using ta, sa, and dynamics. Students are then encouraged to clap each other’s composition, or play it on an instrument. The teacher will give out handouts and allow some time for drawing.
Students can also use Math Rabbit on the computer in order to compose. Math Rabbit is a program installed on the teacher’s laptop and includes a musical section with three levels of composing, where children can compose music with counting. It is ideal for young students to compose their own songs and listen to them being played.