ABSTRACT
During the early years it is largely ineffective to try to teach compositional ideas in a direct relationship to asking for composed music in response. Older children are well able to follow an introductory session with the teacher, for example on how music can be structured by layering rhythms one over another, and then respond to a request to make pieces which use this technique. Their compositions once made can be brought back to another class session for discussion and new possibilities identified from there. This cyclical process is not so directly applicable to younger children.
