Contrapuntal Explorations and Creative Limitations
April 5, 2012 at the Chittick Elementary School: a composition activity by Betsy Hinkle
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I was so excited when Marji asked me for a beginning composition exercise - I went right to work. I imagined myself as a child; I used to sing a lot, and harmonize melodies in my head, or play counterpoint on the piano for hours - my hands would experiment with contrary motion, and I would always try and harmonize my violin melodies by ear, or figure out what the kernels of harmony were in a Mahler Symphony or a Bill Evans tune. I never did much with chords, but always countermelodies. So I imagined our students doing the same with their instruments. First I needed something for them to play "with." I thought a simple ostinato of two half notes repeating would be a good place to begin. So I picked open D and A. Then, I thought, sometimes it is easier when things are not open-ended, but a bit more limited to start. I decided to dictate what rhythms the kids should try first when making up their counterpoint. The selection of notes had no rules attached - anything is welcome. I love making worksheets that kids can fill out, probably because I loved worksheets as a kid. I used Sibelius to create a worksheet (see PDF below) on which the "Teacher Ostinato" was written on one staff, above that a blank staff where kids would write their counter melody, and above that a small staff outlining what four-beat rhythm the student should use. The student rhythms begin simply - two half notes, then four quarter notes, then more varied rhythms. The teacher ostinato remains the same. |
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Post-lesson reflection
Success!! Six students in grades 2 and 3 participated in the exercise during team teaching times at the Chittick. We had three teachers and three students at once in the first session, and four teachers and three students in the second session. As I suspected, at first the kids needed a little help getting started. We all practiced playing the D and A ostinato to warm up. Then Marji and I demonstrated - I played two differing notes with her D and A, over and over. Then the students tried it - and once they realized that they had lots to share in terms of making up their own ostinati, they couldn't wait to try the next rhythm! Another part of the exercise was writing down what they had composed on their instruments. I was impressed with one cellist who had forgotten her instrument, and was not afraid to sing her compositions. They were fantastic - her face was beaming when she came up with her very creative patterns!
I went ahead and made four sequential worksheets, but after six students successfully completed worksheet number one, I decided to change what direction we go in. Worksheet number two will have students complete two-, three- and four- measure phrases in half notes against the same D A ostinato, so that they can explore creating longer phrases, or their very own melodies! I will see how this works out with our students before I decide what worksheet number three will entail - stay tuned!
Success!! Six students in grades 2 and 3 participated in the exercise during team teaching times at the Chittick. We had three teachers and three students at once in the first session, and four teachers and three students in the second session. As I suspected, at first the kids needed a little help getting started. We all practiced playing the D and A ostinato to warm up. Then Marji and I demonstrated - I played two differing notes with her D and A, over and over. Then the students tried it - and once they realized that they had lots to share in terms of making up their own ostinati, they couldn't wait to try the next rhythm! Another part of the exercise was writing down what they had composed on their instruments. I was impressed with one cellist who had forgotten her instrument, and was not afraid to sing her compositions. They were fantastic - her face was beaming when she came up with her very creative patterns!
I went ahead and made four sequential worksheets, but after six students successfully completed worksheet number one, I decided to change what direction we go in. Worksheet number two will have students complete two-, three- and four- measure phrases in half notes against the same D A ostinato, so that they can explore creating longer phrases, or their very own melodies! I will see how this works out with our students before I decide what worksheet number three will entail - stay tuned!
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This activity in action: Here is a video of Marji Gere, Betsy's BPQ colleague, helping a third grade viola player work out an ostinato idea. |
Here is a PDF of Betsy's Worksheet Number #1: |