Composition

Composition is a more planned implementation of the creative process.  It is similar to improvisation, except it can be crafted, reflected on, and then revised, and is not instantaneous.  Composing and arranging is the focus of National Standard 4.  Though composition contributes greatly to a child's cognitive and musical growth, not enough teachers spend as much time on composing in the classroom as they should.  A teacher should set parameters and a good environment for composing.
This includes:

1. Creating a space in the room or adjoining rooms for groups and/or individuals to work.
2. Deciding which sound sources will be available and how they should be distributed.
3. Deciding whether students will word individually or in small groups (if groups, preferably groups of four or five).
4. Decide the amount of time the students should have to complete their assignments.  They assignment might have to span several days.
5. Decide the limits of the composition, and give them a problem to solve.  More freedom comes when the students are more confident composers.
6. Establish a means of getting the class's attention quickly. Example: clap a rhythm for the class to clap back.
7. Tell the students that you will answer questions and help, but won't interfere with the composition process.  The teacher should not impose their own musical ideas on the students, though they do help the students evaluate their work.

For younger ages, the teacher may participate more in the process, pulling ideas from the group and helping students refine their thinking.  Around first grade though, the children can usually work in groups to solve the composition problem.