Unless students have been severely restricted, many will have attempted to pick out a favorite tune that fascinates them, from the radio, a musical, holiday carol or even something original, just as most of us have known the joy of losing ourselves for timeless moments "noodling" around on our instrument. This kind of improvisation is a first step in the creative process called composing. The sheer joy of coming up with great tunes and engaging rhythms and harmonies can dominate the initial conversations about a piece. After this initial period of euphoria, though, what occurs to the mind is, "well, this is good, but how do I remember it for tomorrow so I can share it with someone else??" This question leads directly to the issue of learning notation.

 

The important thing in teaching composition is remembering that it is an art and a craft. For each student, it represents an unfoldment of their creative impulse.

 

Compositional content is closer to the creative act but a bit trickier to explore as a teacher. Terms like phrasing, proportion, melodic material, texture, and harmonic rhythm begin to be thrown around with abandon!

 

The result is that the student can become more musical, because they have learned from first-hand experience with their own works how to read and understand the musical language of the masters.

 

The composition lesson is provided not only for the instrument students, but also for the advanced students who prepare themselves for the entrance exams of “Musikhochschule” and conservatory.