Composing in the classroom an engaging and flexible model lesson
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Composing in the Classroom An Engaging and Flexible Model Lesson. Benjamin Bolden. My Connections to Teaching Composing. Composer Teacher Teacher of Composing Researcher. The Teaching-Composing Process. Causal Conditions. Managing the Context Implementing Strategies. Providing Tools.

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Composing in the classroom an engaging and flexible model lesson

Composing in the ClassroomAn Engaging and FlexibleModel Lesson

Benjamin Bolden


My connections to teaching composing
My Connections to Teaching Composing

  • Composer

  • Teacher

  • Teacher of Composing

  • Researcher


The Teaching-Composing Process

Causal Conditions

Managing the Context

Implementing Strategies

Providing Tools

Students

Composing

Engaging

Guiding

Consequences


Sample lesson rhythm comp
Sample Lesson: Rhythm Comp

  • Engaging

  • Providing Tools

  • Guiding

Freedoms &

Constraints

  • Improvise/Explore

  • Model Process (compose together)

  • Collaboration with peers

  • Sequence tasks

  • Enable students to hear their work

  • Peer & teacher feedback (questions/suggestions)


Engaging
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
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
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
Thank you.

[email protected]


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