Stage 5 songwriting composition task

Outcomes

5.4  Demonstrates an understanding of the musical concepts through improvising, arranging and composing in the styles or genres of music selected for study

5.5  Notates own compositions, applying forms of notation appropriate to the music selected for study

5.6  Uses different forms of technology in the composition process

5.7  Demonstrates an understanding of musical concepts through the analysis, comparison, and critical discussion of music from different stylistic, social, cultural and historical contexts.

Evidence of learning

Students are able to:

• devise a framework for songwriting

• compose a song with original lyrics and accompaniment

• use software to compose original material

• video a performance of the song

• provide peer assessment of the song of others.

Ask students to review Tim Freedman’s advice about songwriting and Ben Northey’s advice about composing.

Discuss with students that there is no one correct way to write a song. Some composers prefer to write the lyrics first, others the music and still others come up with the words and music simultaneously.

With the whole class, review and discuss a selection of songs of different styles and structures:

• discuss how the lyrics can reinforce the theme or build up the story of a song.

• consider the use of rhyme and rhythmic stress in verse couplets

• brainstorm the structure of the songs, creating a flow chart of each

• compare the similarities and differences between songs such as the use of an introduction or intro, verse and chorus, bridge, other linking sections, instrumental solo and coda or outro.

Students should document their creative process by maintaining a digital portfolio of their ideas and experiments as they develop their song. This could be as a blog or in other software such as a Microsoft OneNote notebook. Students:

• notate composition ideas and their final composition using software such as MuseScore, Finale or Sibelius.

• use software such as Audacity to record voices and instruments and import loops.

• record song ideas, rehearsals and performances using a mobile device, or webcam and suitable video software.

Lyrics

Working individually or in a group, students select a topic or theme for their song. They write down or record words and phrases around their topic or theme.

Have students say the words or phrases aloud in a chanting fashion to hear how the lyrics flow rhythmically. Students record and listen to the words and phrases.

Encourage students to use some of these words and phrases to create the initial two lines of the first verse, incorporating a rhyming scheme and rhythm pattern. Repeat the process again to create lines three and four of the verse.

Accompaniment

Ask students to experiment with chord sequences, riffs and melodic fragments to accompany their song. Remind them that different accompaniment styles will create a different feel to the song.

Students can search suitable internet sites to source sample drum beats, bass guitar riffs and other suitable sounds for their accompaniment.

Ask students to improvise a phrase or melody over the recorded accompaniment using the lyrics of the first verse. They can keep experimenting until the melody flows well with the accompaniment.

Students can use a similar process to develop further verses, chorus and musical accompaniment. Remind students it is alright to keep experimenting and changing the order of material in the song as appropriate.

Students record a performance of their song using a webcam, mobile device or other suitable equipment. Students might also perform their song live to the rest of the class.

Remind students to consider such aspects as appropriate tempo, dynamic contrast and balance between instruments when performing.

The rest of the class evaluates the composition and performance by completing a peer assessment using criteria such as below. Students should provide constructive feedback on the strengths and weaknesses of each song.

Students reflect on the feedback to further refine their song and the process for future songwriting projects.

Comments: What is successful about the composition? What could be changed or improved?