Using words as a starting point for KS2 composition

Introduction

We watched a video of Dizzy Gillespie playing A Night in Tunisia and talked about his extraordinary technique - those cheeks (don’t try this at home children!), and his unusual trumpet with the bell bent upwards. We noted the difference between playing the tune (or the ‘head’ in jazz) which is set, and improvising which is free (within set parameters).

Activity

In groups, the children were set the task of coming up with word phrases using vocabulary referring to Dizzy, jazz and brass instruments and then fitting the words into ta (crotchets), ti-ti (quavers) and sh (crotchet rest) over a count of four. We worked out how to write the rhythms on the whiteboard, alongside a picture of the relevant un-tuned percussion instrument that had been allocated to each group.

Word rhythms & instruments on whiteboard

It is important to check that children know the name of the percussion instruments they are playing, are holding them properly and playing with the correct technique (bouncing please, no bashing!). Translating the words into playing the pattern on the instrument may not be immediately straightforward, try clapping the rhythms first - make sure you play together with a sense of the pulse - no speeding up.

Practise playing the patterns:

• Each group separately

• Combinations of groups

• All parts at once - creating interlocking rhythms

• Altogether from the top, to make a five bar piece

The next step is to put the patterns on to tuned percussion. Decide on the scale you want to use; in keeping with the jazz idiom then perhaps a minor pentatonic scale starting on A:

Minor pentatonic scale starting on A

Choose one of the four-beat patterns and use notes from the scale to make up a short motif, or melodic phrase. Pentatonic scales always sound good - try randomly mixing up the notes. Think of your motifs as being a series of questions and answers, make phrase 1 a question:

Phrase 1 'Question'

Continue experimenting with question and answer phrases based on your rhythms. Which rhythm phrase is the best to finish on? Make sure your piece sounds finished! Make sure it finishes on the home note too, in this scale it is A.

Final Phrase 'Answer'

Development ideas:

• Once you have a melody you can accompany it with the untuned percussion section playing the interlocking rhythm patterns

• Add an improvisation section using notes from the scale

• Try singing the words as a chorus

• Add a simple ostinato on the home note:

Ostinato example (Phrase B)

If you can combine all these elements you will have quite an impressive piece of music; don’t forget to use the inter-related dimensions of music to add variety to your piece. Duration was our starting point - long and short notes (crotchets and quavers) i.e. rhythm.

Try the following:

• Changes in tempo

• Contrasting dynamics

• Timbre - feature the unique sound of each instrument

• Texture - try different combinations and layers of the instruments

• Pitch - experimenting with notes of the minor pentatonic scale

• Structure - how does your piece start? Does everyone play all the time?

Most of all, be creative and have fun!

Kay Charlton

Kay Charlton is a trumpet player, composer and educator. Alongside her freelance work, she teaches brass and curriculum music in a London primary school and is currently co-writing the music chapter of Insights into Excellence in the Primary Classroom (Routledge).