Book Reviews: How to Teach Composition in the Secondary Classroom

No subject divides my department quite like how to teach composition. So, when Rachel Shapey's new compendium arrived on my desk, several pairs of eyes quickly appeared over my shoulder.

How to Teach Composition in the Secondary Classroom: 50 inspiring ideas is the latest addition to Collins Music's steadfast How to Teach series. Shapey is a veteran of the classroom, and this shines through in the text. Each of the 50 individual approaches are carefully laid out with starter activities, plenaries, learning outcomes, and, perhaps most excitingly, reference tracks. The idea of referencing pre-existing music is a staple of commercial music production, but one which has taken a surprising amount of time to filter through to teaching composition.

The book presents a range of project ideas for students to use as stimuli, as well as practical ways for the teacher to support them through their compositional journey. Shapey's ideas are crafted to engage KS3, 4 and 5 learners – this later stage is of particular interest to me. There is a tragic lack of resources available to support composition at A Level and BTEC, in spite of the subject being central to all assessments.

50 inspiring ideas is much more than a collection of composition briefs. The book presents a carefully scaffolded plan for developing learners’ creative faculties, musical ear, and, through these skills, knowledge of theory and instrumentation. Shapey is placing creativity back at the heart of the music curriculum, where it belongs. Utilising a range of musical inspirations from the classical canon to contemporary music for media (and no, not just Hans Zimmer!) Shapey's ideas are crafted to engage and inspire students, embed intertextual discussions, and, perhaps most importantly, produce compositions which learners can be proud of, as well as ticking those omnipresent assessment objectives.

Shapey also runs the invaluable icancompose.com which provides an excellent series of companion resources, all with the same practical, no-nonsense approach. My favourite section of both platforms tackles an all-too-familiar scenario: ‘How to deal with a student going off-brief’.

This text is destined to become a well-thumbed addition to my collection, and one which my students will enjoy as much as I do.