FIG. 1: Create a file in which all notes are assigned to the starting pitch.

Looking for an engaging way to introduce music-notation software to your students? A good first step is to teach them to manipulate pitches. This approach is successful with students at any level, so long as they are able to read basic notation, use a mouse to drag pitches, and learn to click on notes using the mouse or a MIDI keyboard. It also can help them learn composition and arranging. The lesson can be done with almost any music-notation program, such as Avid Technology Sibelius, MakeMusic Finale or Finale Notepad, VirtuosoWorks Notion, Adept Nightingale, NoteHeads Igor Engraver, and GenieSoft Overture.

When arranging exercises and guiding students in composition, it helps to create a file for them in which they can manipulate notes, rather than asking them to starting entering notes from scratch. I provide students with instructions, and then they open the prepared file on their computers. They then enter their changes, save their file, and print it out.

To prepare a file for your students, select a song that most students already know, such as a folk song. Before attempting this activity, students should be able to sing or play the song. I often use folk songs such as “Lightly Row,” “Hot Cross Buns,” and “Twinkle, Twinkle, Little Star.”

Next, create a notation file and enter the rhythm of the melody but with all of the notes set to the starting pitch (see Fig. 1). Instruct the students to create the correct melody by clicking-and-dragging the notes to the correct staff locations, starting with the second pitch.

This is a good ear-training exercise, and it helps students get used to moving and editing pitches in a notation program. Since you have prepared the file in advance, you don't have to spend class time teaching your students how to create a new score. That can come later.

After dragging the notes to the correct locations on the staff, ask the students to enter the lyrics for the song. With the lyrics in place, have them add the chord symbols. In this manner, the students learn how to create a lead sheet. Students who play an instrument can be taught how to transpose the melody for a B♭, an E♭, or some other transposing instrument. If your notation software has plug-ins that allow enhancements such as adding a drum groove, let your students to experiment.

FIG. 2: In this example, some measures are left blank so that students can enter the missing notes using the mouse, the computer keyboard, or the MIDI keyboard.

Once your students become comfortable with dragging existing notes, create a second example. This time, leave some measures totally blank in the score (see Fig. 2). Instruct the students how to enter notes into a score by using the mouse, by typing on the computer keyboard, and by playing a MIDI keyboard.

The note-dragging concept can be extended to more-advanced lessons. For instance, create a file of a Bach chorale or some other four-part harmony example. Assign all of the pitches to the starting pitch of each voice and ask your students to drag the pitches to the correct locations. You will need to play the piece for them on the keyboard or provide an audio file. You can also have students create a melody by dragging notes to accompany a chord progression, such as the 12-bar blues.

In a classroom or lab setting, play the students' completed assignments for the entire class. Ask the rest of the class to sing the roots of the chords and identify the chord progressions.

As with all activities, some students will complete the initial exercises quickly and others will take longer. Have those who are done first add a percussion part to their piece. By adding a percussion staff and assigning it to MIDI channel 10 (find out how your notation software handles percussion staves), students can add rhythmic accompaniments to melodies (see Fig. 3).

FIG. 3: Adding a percussion staff and assigning it to MIDI channel 10 enables students to add rhythmic accompaniments.

You also can ask your students to create a harmony part to accompany the melody. If your students have very little background in music theory, instruct them to experiment with thirds and sixths and to include contrary motion whenever possible.

After students master the beginning stages of note entry, they can be led into creating entire melodies and harmonies from scratch. Variations of the note-dragging approach can be offered with more-complex songs throughout the semester or course.

Tom Rudolph (terudolph@aol.com) is the Director of Music and a middle-school classroom and instrumental-music instructor for the School District of Haverford Township in Havertown, Pennsylvania. He is an adjunct assistant professor at the University of the Arts and is the president of the Technology Institute for Music Educators (TI:ME).