Final Composition Workshop

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Lesson Overview

• Duration: 50 minutes
• Year Level: Year 8
• Subject: Music
• Curriculum Alignment: Australian Curriculum: The Arts – Music, Years 7–8 (Level 4)
• Strand: Creating and Making, Responding
• Content Descriptions:
  • ACAMUM093: Develop musical ideas, such as mood, by improvising, combining and manipulating the elements of music
  • ACAMUM092: Structure compositions by combining and manipulating the elements of music using notation
  • ACAMUM095: Perform and present a range of music, using techniques and expression appropriate to style

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Learning Intentions

By the end of this lesson, students will:

• Understand the full expectations of the riff composition task via the assessment checklist
• Collaborate within their groups to finalise their original musical composition
• Demonstrate the use of musical elements like pitch, rhythm, texture and dynamics in their group work
• Reflect on their progress and prepare their piece for performance and submission

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Success Criteria

Students will be successful when they can:

✅ Explain the requirements of the riff composition task using the class checklist
✅ Collaborate constructively in their group to contribute ideas and solutions
✅ Use rhythms, motifs, and riffs creatively and cohesively within their composition
✅ Finalise a drafted version of their composition ready for final performance or submission

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Resources Needed

• Printed Riff Composition Checklist (high-contrast, dyslexia-friendly font – e.g., OpenDyslexic)
• Whiteboard and markers
• Laptops/tablets (for group notation apps like MuseScore or Noteflight*)
• Staff paper & pencils
• Keyboards, guitars, percussion instruments as used in group tasks
• Timer or projected clock
• Visual prompts around key terms: riff, ostinato, melody, harmony, form, texture

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Differentiation Strategies

Learner Type	Strategy
Dyslexic Learners	Use of dyslexia-friendly font handouts; verbal and visual instructions; peer support/group engagement
ESL Students	Simplified vocabulary glossary on board; paired with confident English speakers in group work
Neurodivergent Students	Clear structure with visual timeline on board; movement breaks encouraged if needed; multiple ways to contribute (through playing, writing, speaking)
Advanced Learners	Extension prompts (see below); opportunity to notate digitally using advanced tools; explore harmonisation or counter-riffs
Students with Low Confidence	Peer structure outlined; mini check-ins with teacher; praise for individual contribution; option to record ideas instead of notate

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Extension Activities

Students who complete their composition early may:

🎶 Add harmony or a second layer of the riff using a different instrument
🎶 Notate their full score using digital software (MuseScore or similar)
🎶 Develop a mini intro or outro to frame the riff composition
🎶 Design a graphic score or unique visual representation of their piece

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Lesson Sequence

1. Welcome and Objectives (5 mins)

• Greet students at the door; calming start music playing
• On board: “🎼 Final Composition Day – Let’s Make It Sing!”
• Verbally outline the agenda for the lesson and expectations of focus and teamwork
• Show a printed version of today’s Learning Intentions and Success Criteria

Teacher Prompt:
"Today is your last workshop lesson. After today, your group compositions should be ready to submit or perform. Let’s clarify what a finished composition looks and sounds like!"

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2. Review the Riff Composition Checklist (10 mins)

Teacher Explains: Using a visualizer or whiteboard, step through the checklist:

Checklist Point	Guiding Questions
A clear and repeated riff is used	Can we identify the riff when we listen?
Structure is evident (e.g. ABA, call-and-response)	Is there form? A change-up? Repetition?
All group members are involved	Is everyone playing, writing or contributing?
Dynamics or expressive elements used	Do we hear soft/loud/mood changes?
Played with accuracy and expression	Are we together in timing and pitch?

Dyslexia-friendly version available on paper (font: OpenDyslexic, 14 pt minimum size, spaced paragraphs)

Interactive Moment:
Ask a few warm-up questions like:

• "What does structure mean in a piece of music?"
• "How can you make your riff more interesting?"
  Write their ideas on the board to scaffold the upcoming group time.

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3. Group Workshop Time (30 mins)

Students now work within their assigned groups of 3–5 students to:

• Finalise and polish their original riff composition
• Rehearse using instruments or software
• Ensure all checklist criteria are met

Teacher Role:

• Move between groups; offer targeted feedback, ask guiding questions:
  • “Can you try that riff an octave higher?”
  • “Who’s playing the pulse? Is it clear?”
  • “What’s your form – can we label it ABA?”
• Use a 2-minute warning bell for halfway and final 5 minutes

Support Options:

• Mini whiteboards to draft motifs or rhythms
• Knowledge anchor posters available on the walls for terms like texture, pitch, motif
• If conflict arises in groups, prompt restorative approaches and re-focus on shared goals

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4. Reflection and Pack-Up (5 mins)

Whole-class circle check-in or think-pair-share:

• “What part of your piece are you most proud of?”
• “What still needs work before next lesson?”
• “What role did each person play in the process?”

Encourage students to leave with a clear idea of what finishing touches can be done at home or next time.

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Assessment Opportunities

• Informal formative assessment via teacher observations during group work
• Spot checks: Teacher asks students to explain form, describe their riff or identify musical elements
• Self-assessment based on checklist – students tick off their progress within their group

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Optional Homework / Next Steps

• Final refinements or written score (if digital tools not available in class)
• Students may record rehearsal on device to track progress
• Submit a voice note explaining the elements used in their composition for ongoing reflection

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Teacher Reflection Prompt

At end of lesson, reflect on:
🟢 Which students stayed engaged and productive throughout?
🟢 Did the checklist support focused group effort?
🟢 How could leadership roles be scaffolded better next time?

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Notes for Future Reference

Consider giving each group an opportunity to perform and receive peer feedback in the next lesson. Formative reflection paired with performance encourages critical listening and builds class cohesion.

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You are now ready to guide your students through their final creative push – guideposts, support and space to shine!