Dates:
Wednesday 07 July 2021 – 4pm

Code: 8208

ABOUT THIS WEBINAR

Based on real-life experience this online session will give teachers strategies for meeting the challenge of working on composition with students who present minimal musical skills.  This will include working with students who cannot read western staff  notation, giving guidance on how they can attain a decent grade, especially using sequencing packages (e.g. Garageband).  Consideration will also be given to students whose interests lie firmly outside Western Classical music, giving pointers as to how genres can be adapted so that the completed composition meets the marking criteria at a good level.  The session will include hints and tips to enable students with limited musical skills to create and develop compositions that are convincing and coherent.  This session aims to be a lifeline for anyone faced with this not unusual but very considerable challenge!

BENEFITS OF THIS WEBINAR: 

  • Discover a range of composition strategies that work with all non-reading students
  • Take away proven methods and techniques to enable all students to compose successfully
  • Exploring examples of successful compositions composed without the use of Western staff notation
  • Gain expertise on how  students can gain high marks in composition as non-notation students
  • Learn ways to help your students compose using sequencing packages, even if your own expertise and experience is rooted in Western staff notation

PROGRAMME

4.00pm: Welcome and Introduction

4.10pm: How students can attain good marks in composition, even if they cannot read Western stave notation

  • Key general principles for achieving in composition at GCSE
  • Enabling students to capitalise on their performing and creative skills, including those whose interests lie firmly outside Western Classical music
  • Advice on ‘capturing’ compositions as they develop
  • Some tips on marking students’ work so that they get the grades you think they deserve

4.30pm Supporting students to achieve optimal marks in compositions supported by written commentaries and graphic scores

  • The advantages and challenges of these methods – deciding whether they are suitable for any of your students
  • Strategies to give students frameworks that help to ensure they provide evidence of exploiting a broad range of musical elements

4.40pm Supporting students to achieve optimal marks in compositions supported by lead-sheets

  • The advantages and challenges of this method – deciding whether it is suitable for any of your students
  • Strategies to give students frameworks that help to ensure they provide evidence of exploiting a broad range of musical elements
  • Review of some exemplar materials

4.55pm Supporting students to achieve optimal marks in compositions created using sequencing software

  • The advantages and challenges of this method – deciding whether it is suitable for any of your students
  • Strategies to optimise marks across a range of elements including melody, rhythm, harmony, texture, timbre, dynamics, tonality, structure
  • Producing scores when the software is not designed to do so
  • Review of some exemplar materials

5.20pm: Q&A

5.30pm: end

Dr Chris Maxim

Dr Chris Maxim began his career lecturing in higher education before moving into the secondary sector.  As an NQT (and Head of Music), he transformed the Music Department of a large inner-London secondary school, going on to create a thriving Performing Arts faculty and teaching KS3, GCSE and A-level.  Following many years in senior leadership, including as Acting Principal and Headteacher, he now works as a freelance musician (composer, conductor and organist) and education consultant, specialising in school leadership and music.  To find out more about him, please visit his website: www.christophermaxim.co.uk