Think of an image, for example; daylight, ice cream, water, rain, etc. and create a composition from it.
Materials needed: an instrument, voice, or instruments, and a means of notation (paper and pencil, video camera, sound recorder, etc.)
Work on your ideas first, then try to create a plan for your composition. For example; morning- sunshine-rain-sunshine. Contrast creates an interesting composition. Then perfect the composition. Practice your composition until you think it is finished—it has a form, and you can play it exactly (or close to) the same way every time.
This is different from improvisation, which is composing while you perform. Improvisation is an important skill, just as important as composition. One fun improvisation is to have several kids have musical “conversations” using instruments and sounds instead of talking. Improvisation is much more then a compositional scratch pad (but it can be that too).
A Philosophical point:
Anyone can be creative in any number of contexts. A composer takes ownership of their talent through their work. More work more ownership and the great feelings that go with it. Less work less ownership.
If you want to teach composition to children using this website, I pose the following questions:
Why do you want to teach composition?
Have you studied composition and want to share your knowledge?
Have you been told by the “State” that music composition is a requirement?
What is your experience as a composer? What is your knowledge of the public or private world of composition?
Are you prepared, or qualified, to give an authentic child centered music composition experience to your students?
How much ownership will you allow your students as individuals to have? Any? None?
If you are using technology assisted composition are you willing to let the computer program define the compositional results for your students?
How much artistic freedom are you willing to give your students, and how much technical guidance are you able to give?
Can you improve the content of your students work?
How much time do you have for your project?
What is the top of your compositional food chain? Symphony, Opera, Jazz, Ethnic music, or the popular song in its many incarnations. Be honest because the difference is critical.
In the real world, with some exceptions, composing classical music is an individual activity, creating a popular song music a collaborative activity.
Jazz requires not only composition but can require improvisation and group performance as well —can you do this?
The creation of a popular song from its lead sheet, to its final musical arrangement may have dozens of people adding and changing the final product and the composer may not even have the final say.
On the other hand professional singer/songwriters and popular musicians in general tend to have very little formal training.
If you are a songwriter, do you feel qualified to teach classical music?
For example: do you like experimental or dissonant music?
Would you find dissonant or experimental music unacceptable as a student’s project?. Why?
As a teacher please remember that many popular songs are commercial products some of which exist not for a child’s well being but to exploit them for profit.