How I Teach My Students to Compose

A part of the composition I sent up for an exam for the very first time.

I stumbled upon the idea of using student compositions for exams by accident!

A few years ago, I asked a Grade 1 student to compose a short piece. We wrote it down and forgot about it. Later, when she was preparing for her Grade 3 exam, I realized — while uploading her exam video — that one of her pieces wasn’t from the current syllabus. I asked her to record the video again- this time with the composition she had made a few months ago.

Even though the piece was simple for Grade 3, it was personal and musical. The examiner loved it, and she scored well!

Since then, I’ve encouraged students to include their compositions in their exam videos— and Trinity examiners have always appreciated the effort and creativity.

I do guide them to make sure their piece fits the grade level, but when they create something of their own, the confidence and excitement they feel is priceless!

Recent- This student was whistling a random tune that came to his head, and we transcribed it and made it into a composition for grade 1. It got him 92% in his Recorder exam!

This experience taught me the value of encouraging students to compose their own music. But how do you introduce composition to students who may have never tried it before? Here's how I approach it.

Introducing Composition to Students

When a student is about to start their first composition, I always begin with a simple analogy about drawing.

I ask them, “Do you remember your first drawing?” The answers vary, but I remind them — chances are, it wasn’t on paper. It was probably on a wall, a door, or the floor — much to your parents’ surprise! As a toddler, you picked up a crayon and started experimenting. You learned that pressing hard gave you a dark line, pressing lightly gave you a faint one, and pressing too hard would break the crayon. You figured out how to hold it, how to draw lines and circles — and most importantly, you enjoyed the process without worrying about the result.

I tell them, “The same thing applies to music. Have you ever done that kind of doodling on your piano?”

Then I give them two minutes to explore — no scales, no chords, no rules — just pure curiosity. Some jump right into it, while others take a little time to get comfortable. I ask them to try the same at home and bring back two musical ideas, no matter how simple or unfinished they are.

This creative student made use of the 'call and response' idea to make it feel like the left and right hands are having a conversation!

From Idea to Composition

I remind them: out of 20 ideas, it’s perfectly normal to like only one. That single idea is enough to build a composition. Once they return with their ideas, we brainstorm together, discuss possible variations, and see how to shape it into a complete piece.

At this stage, we also check the exam guidelines — for example, a Grade 2 piece might need to be around 1 to 1.5 minutes long, include dynamics and articulations, and be written in a key suitable for the grade. I guide them through these requirements, but I make sure they make the creative decisions. I ask questions, and they usually find their own solutions.

This young student loves football, so he was trying to compose about him scoring a goal.

This is a work in progress — a Grade 2 composition. The student still needs to refine the ideas and add variations to make it more engaging. A composition often goes through several drafts before it reaches its final form.

Documenting Their Work

Once the piece starts taking shape, we document it using MuseScore. Students light up when they see their music turning into proper sheet music, complete with their name as the composer! It’s a proud moment for them.

The process often leads to several revisions, which is another great learning opportunity.

They realise that even if the sheet music looks difficult, it’s their own creation — so it doesn’t feel hard to play.

I always remind them that every piece of music they learn is a collection of ideas written by the composer. As a musician, you have to understand what ideas they are trying to communicate.

I also encourage them to copy their composition by hand onto blank staff paper for writing practice, which helps them get comfortable with notation and theory.

A quirky piece about the student visiting their hometown, which is a noisy village full of honking cars!

This was a unique piece (grade 4). It sounds different and rarely follows the rules of traditional harmony. With it's trills and ornamentation, it sounds like an Indian classical piece.

A piece composed for an Electronic Keyboard exam.

A piece inspired by electronic/pop music. The student learned about writing complex rhythms on sheet music

The Outcome

Over the years, my students who’ve chosen to compose pieces have always scored above 90%. Examiners truly value the effort and originality behind these compositions, and each piece turns out to be one-of-a-kind — shaped by the student’s own imagination and experiences.

I’ve seen students create music inspired by rain, their pets, car rides, special memories, and even darker themes like horror or mysterious endings. I never interfere with their musical ideas — my role is simply to guide them toward shaping the piece and helping them document it.

Sometimes, students start by freely exploring sounds and letting the music take shape before giving it a name. Other times, they begin with a clear idea or theme in mind and then compose around it. Either way, the result is always something personal and unique.

A Note to Teachers

Every student can and should compose. As teachers, we should encourage this creativity. It’s also worth learning to use sheet music software like MuseScore — it’s an essential skill today, and it opens up a world of possibilities for both teachers and students.

If I can be of help to you or your students, do reach out via phone/email. Happy composing!