1. Successful Composing and Arranging for ALL Students: Lessons and Strategies Sandi MacLeod Coordinator, Vermont MIDI Project University of Vermont sandi@vtmidi.org Anne K. Hamilton Teacher and trainer North Country Union High School ahamlton@together.net

2. Lullaby Dreams Created by three fifth graders as part of their regular music class

3. Vermont MIDI screen shot

4. Vermont MIDI Project encourages and supports students in composing and arranging music (MENC Standard #4) Professional composers, teachers, and other students critique in a password protected website. Professional Development for teachers Live performances with professional musicians

5. Here’s how it works... Elementary/Middle Often work in small groups Discuss together musical decisions, developing vocabulary and knowledge of theory High School - individual student Class critiques

6. Composition using technology as a tool...

7. Without technology or a combination of both..

9. Suggested Strategies for Elementary Classroom Basic Ideas Begin by looking at and listening to the work of others Start small Specify assignment Have students describe 1) what they see and 2) what they hear Aim for success for all students Share and critique often

10. Suggested Strategies for Elementary Classroom Old Abram Brown - “discover” the need for traditional notation Create templates Use a familiar rhyme “Create Like Beethoven” Develop a motif

11. Old Abram Brown Use a familiar song Discuss ostinato patterns Using Orff instruments, students each create an eight beat ostinato. Write it down Direction - “Write it down so you can remember it.” Play each one while class sings song Next class session, pass out papers randomly Ask students to play what’s written

13. Use a rhyme Fifth graders in a small group The King’s Last Dance Complete lesson available at www.vtmidi.org See a pin, pick it up,. All the day you’ll have good luck.

14. Beethoven Copycat Using Ode to Joy as a model Students discuss the form and limited variety of pitch and rhythm Add countermelody - consonance/dissonance Add chordal harmony Either 1, IV, V or chords that naturally occur in the key

15. Developing a Motif Develop a motif and complement it with a rhythmic ostinato Complete lesson plan in session handout - Motif and Rhythmic Accompaniment by Carolyn Keck

16. Suggested Strategies for Middle and High School Basic Ideas Begin with what they know Specify guidelines- allow variation Start small Don’t assume that they know anything Share and critique often

17. Strategies-Middle and High School Develop motif Repeat the Rhythm: 4 measure phrases, ABAB rhythmic pattern Arrange known melodies Begin with harmonic progression in bass clef: add treble matching up first note of measure with chord. Overall Form: ABA, ABAA, Rondo

18. Strategies-Middle and High School Theme and Variations-: start with familiar tunes nursery rhymes, Christmas carols Music to Create a Mood or Tell a Story Fairy tale Commercials

19. Strategies-Middle and High School Chorus/Band: Create sightreading examples using known elements Write for instruments or voices Me and My Friend Issues of playability and transposition Compose canons for class to sing or play

20. Critique Part of the composition process Develops vocabulary and deeper understanding Planned, guided and practiced Visual aspect important Worth the time

21. Generic Rubric for Assessing Student Responses Level 1 Gives general comments that could apply to other situations as well as the one under discussion. Level 2 Accurately describes the area being discussed. Uses a mix of arts vocabulary and general terms. Level 3 Accurately describes the area being discussed. Gives detailed examples, references, connections or responses to general insights. Uses arts vocabulary. Adapted from the Arts Assessment Design Team and used in the WEB Project – www.webproject.org

22. Sample Critique Assignment Structure your critique as follows Begin with “affective” comments. Make a positive observation about the piece. Analyze the piece according to those factors that we discussed in class. Address the “requested feedback.” Make any other suggestions that you have for improvement, but not too many. End your critique with positive comments, but be sure not to go overboard. Be sincere!

23. Professional Development and support are KEY Vermont MIDI Project Arts and Technology Summer Institute July 8-11, 2003

25. Vermont MIDI Project www.vtmidi.org Sandi MacLeod sandi@vtmidi.org Anne Hamilton ahamlton@together.net