Here is the 2nd question at the end of the Composition for Kids session. See the 1st question here.
When students come to a lesson with a piece already composed, it is always difficult to get them to change any part of that composition, especially if they are young. So, I often use the occasion to tell them what I like about their composition and then give them a brand new assignment using a new key. If they are using pentascales, this is especially easy as I can encourage them to compose a new tune in their current pentascale.
Many times, the assignments I give to students are not composing melodies which would keep them in a specific place on the keyboard. Rather, with young students, I like to assign them to come up with motives which can be placed anywhere on the keyboard. For example, if we are studying half steps, I will ask them how half steps sound. Usually they say something like “Creepy.” So, I ask them to come up with a creepy sounding musical idea that they can play using only half steps. I have them show me what half steps sound like at the bottom of the piano, top of the piano and the middle, so that they don’t feel “stuck” in any certain place.
If a student has an Egyptian or Spanish sounding piece in their lesson book, I’ll use that as an opportunity to teach them about non-western scales. They don’t have to understand how to create a new scale, but they can come up with their own Egyption sounding piece using that same scale. Kids love these exotic sounds, so I like to jump on these opportunities to teach composition.
Students who compose solely in C Major are students who are playing pieces solely in C Major. Or, they are students who are composing on paper, not in performance.
If your piano students are learning pieces in a range of positions, in a variety of tonalities you can be sure they will not be drawn to composing in something as dull-sounding and physically uninteresting as C Major.
If your students are composing primarily on paper, look at encouraging more improvisation as the basis for any composed work. See if this makes a difference to the student’s propensity to compose ‘in C’.
Excellent comments Elissa! I wholeheartedly agree.
Great ideas.
That’s one thing I really like about the Key to Success books by Kevin Olson. Each key they work on has a place for students to compose in that key (in addition to other activities).
Great idea Jennifer! I have never used the Keys to Success books, but I’m definitely going to check them out.