Composing in the Classroom An Engaging and Flexible Model Lesson Benjamin Bolden

My Connections to Teaching Composing Composer Teacher Teacher of Composing Researcher

Students Composing Students Composing Providing Tools Engaging Guiding Causal Conditions Consequences The Teaching-Composing Process

Sample Lesson: Rhythm Comp Engaging Providing Tools Guiding Improvise/Explore Model Process (compose together) Collaboration with peers Sequence tasks Enable students to hear their work Peer & teacher feedback (questions/suggestions) Freedoms & Constraints

Engaging Models the hook model (watch and listen) the assignment-specific model (physically engage in the music) Balancing freedoms and constraints Parameters: limiting rhythm values, time signature, etc. Extending the boundaries if students need greater freedom Showcasing and sharing student work Motivate and inspire (spark ideas) * at various points throughout the composing process

Providing Tools Improvise/Explore To get a sense of the shape of the piece (together) To find an idea/motif (alone) Model the Process (compose together) Composing is making decisions (what happens next?) 3 choices: repeat, develop, new material Developing: e.g. chunking, extending, shrinking, stretching Structuring: vertical (unison/solo/polyphonies), horizontal (e.g. abba, abaca, etc. )

Guiding Sequence tasks: Find motif Make decisions (repeat? develop? new material?) Structure (horizontally and vertically) Refine Aural feedback: enable students to HEAR their work (facilitating self assessment) Teacher and peer feedback: questions/suggestions

Thank you.