Composing fanfares

Learning Intentions

  • We are learning to compose a fanfare using the G major triad.
  • We are learning to develop an understanding of pitch and texture.

What to look for

  • Pupils performing fanfares based on the G major triad
  • Pupils composing their own fanfares
  • Pupils evaluating their own fanfares
  • Pupils discussing and identifying changes within fanfares
  • Pupils extending their original fanfares

Learning Activities

Recap on previous work with the pupils:

  • performing fanfares; and
  • the G major triad.

Put them into pairs and have them compose their own fanfares using the same three notes.

Encourage them to perform, record and appraise their fanfares.

Lead a class discussion about how a fanfare avoids becoming boring and keeps a sense of moving forward.

Play one or more fanfares for the pupils to listen, for example:

  • Fanfare from the Overture to William Tell by Rossini; and/or
  • Fanfare for the Common Man by Copland.

Elicit the way or ways in which the composer uses texture to extend the music and to add interest to it, for example:

  • Overture to William Tell uses imitation; and
  • Fanfare for the Common Man uses parallel parts.

Encourage the pupils to suggest other ways they could add textural interest to their own fanfares, for example:

  • ostinato on a single note; or
  • by using a fragment of the melody as a repeated motif.

Combine the pairs to make groups of four. Encourage the pupils to extend their original fanfares by incorporating techniques you have discussed together.
[****insert PDF worksheet****]

Have the groups perform, record and appraise their extended fanfares.