Now that you know all the elements of music: beat, rhythm, and melody, you can compose your own song!
After you’ve selected your melody and rhythm, and have practiced it a few times, pick your dynamics. Is your song a soft song like a lullaby? Or is it a loud and exciting song? If you want you could even write down your dynamics on your composition.
Don’t forget to think about and pick a good tempo (speed) for your composition. Perhaps you might want to choose an adverb to describe how to play your tempo and write it at the top of your song.
A composition is an original musical piece that has been created by someone
A composer is someone who writes music. Can you name some famous composers? After you complete this lesson and write your own song, you too will be a composer! Be sure to share your composition with
1.0 Artistic Perception
Listen to, Analyze, and Describe Music
1.4 Describe music according to its elements, using terminology of music.
2.0 Creative Expression
Apply Vocal and Instrumental Skills
2.2 Use classroom instruments to play melodies and accompaniments from a varied repertoire of music from diverse cultures, including rounds, descants, and ostinatos, by oneself and with others.
3.0 Historical and Cultural Context
Diversity of Music
3.3 Sing and play music from diverse cultures and time periods.
4.0 Aesthetic Valuing
Analyze and Critically Assess
4.1 Use specific criteria when judging the relative quality of musical performances.
4.2 Describe the characteristics that make a performance a work of art.
5.0 Connections, Relationships and Applications
Connections and Applications
5.1 Identify and interpret expressive characteristics in works of art and music.
Careers and Career-Related Skills
5.4 Evaluate improvement in personal musical performances after practice or rehearsal.
• MU.CR.2.4b. Use notation to document personal or collective rhythmic, melodic, and simple harmonic musical ideas (e.g. chords).
• MU.CR.3.4b. Present the final version of personally or collectively created music to others and explain their creative process.
• MU.RE.7.4a. Explain how music listening is influenced by personal interest, knowledge, purpose, and context.
• MU.RE.7.4b. Demonstrate and explain how musical concepts and contexts affect responses to music.
• MU.RE.8.4a. Demonstrate and describe expressive attributes and how they support creators’/ performers’ expressive intent.
• MU.RE.9.4a. Apply teacher-provided and collaboratively-developed criteria to evaluate musical works and performances.
• MU.PR.4.4aDemonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, purpose, and context
• MU.PR.4.4c. Read and perform using notation (e.g. syncopation).
• MU.PR.4.4d. Demonstrate an understanding of musical concepts (e.g. physical, verbal, or written response–understanding of musical concepts and how creators use them to convey expressive intent).
• MU.PR.5.4b. With an appropriate level of independence rehearse to refine technique, expression, and identified performance challenges. –
• MU.PR.6.4a. Perform music with appropriate expression, technique, and interpretation.
• MU.PR.6.4b. Demonstrate performance and audience decorum appropriate for the occasion.
• MU.CN.10.4b. Describe the roles and impact various musics plays in one’s life and the lives of others.
• MU.CN.11.4a. Explore and describe relationships between musics and other content areas (e.g. dance, visual art, dramatic arts, literature, science, math, social studies, and language arts).
• MU.CN.11.4b. Describe how context (e.g. social, cultural, and historical) can inform a performance
Creativity and Innovation
Critical Thinking and Problem Solving
Communication and Collaboration
Flexibility and Adaptability
Initiative and Self Direction
Leadership and Responsibility
Social and Cross-Cultural Skills
Productivity and Accountability