Quick wins in the classroom: Composition scaffolds

Composition is a key part of the music curriculum, and in my experience, children love having the chance to get creative and make their own music. When it comes to writing down their compositions, however, I tend to get mixed results.

Whilst it is important to remember that notating work isn’t the main focus of a composition activity (‘sound over symbol’ comes to mind!), it is still a useful skill for the children to learn in order to share their ideas with others. The following scaffolds can support children to write down and begin to notate their own compositions. For context, I have focussed on developing an understanding of metre and rhythm, while working progressively to compose using staff notation in year 6.

Symbol sheets: The children are provided with suggested graphic score symbols. They can then decide which sound should be played and when.

Extension – include dynamics by making the symbols larger or smaller.

Rhythm blocks: Children can decide whether their notes will last 1, 2, 3 or 4 beats, and draw the blocks accordingly. This can be used with un-tuned percussion, or tuned percussion by writing in the note names.

Rhythm/metre grids: When beginning to develop an understanding of staff notation, the children can start writing their chosen rhythms and note names into the grid. The 4 lines help them to remember there are 4 equal beats per bar. In the case of my most recent year 6 class, they were then able to transfer their ideas onto staff notation, using the correct spacing between notes.

Sarah Feather

Southlake Primary School