Want to Write A Christmas Song?
I have found that students often get bogged down an discouraged by the many steps that go into writing a song. After all, that’s sort of how they imagine the composition process going. In there minds it composing goes something like this….
… You pick up your violin, set the bow on the string, and suddenly you have this great inspiration and you play a completely new piece. Then you walk over to a computer and play it for the computer. The computer of course knows exactly what note you play (because your intonation is perfect). Certainly the computer knows exactly what rhythm you play (because there are no hesitations or pauses.) Wahlla! A Song!
Many students are rather disheartened when the learn that composing is a lot of work. After all, it’s a trial and error process. There are lots of changes. And most of your ideas you don’t use.
So, are your students up for the challenge? Have them try something new over the holiday break and write a Christmas song.
The Process
I have found that if you give students a structure to work in and focus on one aspect of the composition process they don’t get bogged down. That is to say, it is still a lot of work but step of writing is much more manageable.
The Rhythm
In learning to write a Christmas song. I’ve given them the Christmas words. Since the poem talks about the month of December, and hanging up stockings, I call it a Christmas song. Most of the time of violin, viola, cello music does not have lyrics. However, the lyrics for this activity give us some structure. By using a poem, it gives us the rhythm to work within.
You can see December by Harriet Blodgett via google books below. All of the stanzas are in the book. However, the worksheet only use the first stanza which you see on page 91 below.
The Structure
I chose to have them write in the key of D. Importantly this is an easy key for students to play in. This also sets string players up to use 2 of their strings in using a one octave D scale. Now this may be one level of structure to much for some kids. But it could be just what a kid needs. By limiting the number of notes or letters to choose from they don’t feel overwhelmed. On the other hand, you could tell them they can use any of notes in the key of D. While all songs don’t begin and end on tonic, starting and ending on tonic this sets them up to have a strong sense of tonality.
Create It
Work on this verse by verse (Verses are the individual lines in poetry.) Have them say the words out loud while they play chant like, so that they remember the rhythm. I like to have them play around with different ideas. This is an excellent step to get them to explore intervals. Remind them that they can repeat pitches. Students often feel like every note has to be different. As a teacher or parent you might need to suggest things to try.
Could you try repeating one note?
Why do you try stepping up the scale and stepping down the scale? or on one string?
Would you want to include a skip in here?
What do you think would sound on the [your instrument] like chimes?
When the words say in a row. What do you think that would sound like?
Most importantly have them play it over and over and keep refining it. Then the parent or teacher asks after each try, “Did you like that?” Yes? “Can you remember what you did?” Once they are satisfied with what they composed, then begin writing it down.
Write It Down
Have them play a small chunk, a measure or 2. Then stop and write down the notes. Donte forget to look at the rhythm above the staff and use those note values. After they complete putting it on paper, then play it! Now remember it’s not permanent just because it’s on the page. You can always change a note that you don’t like. Most often, my students are usually tired at this point, and they just want to be done. So usually they say there are no changes. That’s ok. They have done a lot of mental work that has pushed and challenged them.
Give the Gift of Composing
Do you remember the first time you wrote something? I remember as a 4th grader writing an arrangement for my school project fair. After one weekend of working on it I was ready to be done. I remember thinking, “Maybe I should have chose a different project? This one is hard!” Thankfully I had parents who walked me through many steps over several weekends and kept me going. This was developing some “grit” in my life. So give your students the gift of trying a new skill and learning some grit.
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