Compose World Junior

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					                               Compose World Junior
Compose World Junior is a program for creating musical compositions from musical phrases.
Using CWJ pupils can create and edit compositions and they can easily experiment with mood,
                                                  timings and tempo. When you open the
                                                  program by clicking the Compose World
                                                  Junior icon on the desktop the main screen
                                                  is displayed divided into two sections.

                                                      The top of the screen contains the list of
                                                      phrases that can be used to make up your
                                                      tune, usually represented by pictures.

                                                       The bottom of the screen is used to build a
                                                      sequence of phrases. It is called the

The initial file consists of nine different pictures, each of which represents a musical phrase. To
listen to them: Double-click the pictures at the top of the screen.

Making a piece of music

Musical compositions are constructed on the sequencer. To move a phrase to the sequencer:

1. Move the mouse over the phrase you would like to put on the sequencer.

2. Hold the left mouse button down and drag and drop the phrase to a box on the sequencer.

Repeat this process to construct a sequence of phrases.

Playing the composition

Between the phrases and the sequencer is a group of buttons called the Play bar. These buttons
control how you play the sequence:

                                                      1. Click the Play button to hear the

                                                      2. Click the tempo buttons to increase or
                                                         decrease the speed at which the
                                                         composition is played.

3. Click the Loop button to make the sequence play repeatedly. Stop the sequence from
   playing, either by clicking Loop again, or by clicking Stop.

To play a portion of your composition select the sequence you want to play as follows:

1. Right-click on the phrase at the beginning of the section.

2. Right-click on the phrase at the end of the section. This should highlight the section in
   yellow (if not, right-click again on the first phrase of the section).

3. With the required section highlighted, click the Selection button (right) on the Play bar. It
   looks slightly different after it has been clicked.

4. Now click Play. Only the selection is played.

Editing the composition

Make changes to your sequence as follows:

To replace the contents of one box on the sequencer with another phrase, simply drag another
phrase to the box.

   To delete a phrase from the sequencer, drag it back to the phrases at the top of the screen.

   To delete a blank box and move the phrases along, drag the blank box to the phrases at the
    top of the screen.

   To insert a phrase between two adjacent phrases on the sequencer, drag a phrase from the
    phrase bar and drop it between the two.

   To copy a phrase from one box to another on the sequencer, drag the phrase from one box
    to the other.

   To clear the sequencer and start again, click File and select New.

You can then either choose to save the file (see the section called Saving and printing, on page 7)
or not to save it.

Changing the length of the sequencer

You can make a longer composition than is available on the screen by changing the number of
boxes on the sequencer, enabling you to insert a different number of phrases:

1. Click View, select Sequence, then Options. The Sequence Layout dialog box appears.

2. Change the width and the height to suit your needs.

3. Click on OK.

The number of boxes on the sequencer can be changed up to a maximum width of 16 and a
height of 16.

Changing the tune files in Compose World Junior

There are about 70 different tune files available stored in folders within Compose World Junior
– these are sets of phrases, percussion and some have eight-part harmony. The Jumbles folder
contains mixed up well-known tunes such as Teddy Bear’s Picnic and Skye Boat Song. There is a
story folder with files to tell stories about: cloudy, popups, travel and weather, the moods folder
with files such as midnight, dreams. pisolo and thinker, melody files with mountain, kitchen,
fruity and pets files. It is best to play these sound files before working with children so that they
have access to the sorts of sounds that will fit your idea for the session.

Changing the instrument

Click on Tune and Default Instruments – The select instrument box appears, double click to
select an instrument and select OK. If you want to select a specific instrument for each phrase: -
right click on the phrase in the bank at the top of the screen, select: Set instruments for phrase –
the select instruments box appears. Double click on the selected instrument.

Ways to use Compose World Junior in the classroom:
Key Stage 1 Music Work - Melody or phrase making:
Warm-up: find a phrase that sounds like a beginning or an end and listen to each other’s choice

   Choose a character from your story

   Choose an emotion:
       A happy face
       A sad face
       A scared face
       A nervous face
       An angry face
   Choose a situation
       Airport
       Bus stop
       On a train
       In a car
       Playtime
       Class
       Night
       A sunny day
       A rainy day
       A snowball fight
   Choose something
       A ghost

       A witch
       A clown
       A fairy
       A spider
       A lion
       A mouse
To start with give the children three or four boxes (View – sequence - options – and change the
grid to 1 row of 3 or 4), ask them to make a sound like their subject. As they become good at
that try to get them to make a musical sentence with a beginning and an end – it may be possible
to build up the number of boxes in the sequencer as they progress.

Teacher–led activities – listening and counting

The teacher plays some simple rhythms and asks the class to count the number of notes played.
This can be done with the teacher playing the phrases on the computer.
Echo games
A whole-class activity the teacher can use the computer to play one of the phrases and for the
class to echo the phrase by clapping the pattern or by playing it on percussion instruments.

This can also be done in groups where each member of the group takes it in turns to be the
leader. The leader plays a pattern either on the computer or by using a wood block. The rest of
the group then have to echo the pattern by clapping it.

Key Stage 2
Exercises linked to literacy, RE, or history:
   A portrait in sound of a character for a story, a situation, a sad message etc

   Make up a little tune and put words to it

Thinking of whole class music making:

   Create a Suite – each movement created by a different group

Eg, four pieces of music describing the storm: Calm, The storm builds, Raging, Fadeout to calm

   Or – five pieces making the journey: - preparation, country lanes, the motorway, traffic jam,

   Making jingles - for advertising, for a presentation etc (you need the “Make a midi file” in
    the files menu for this, these are not on the older versions, otherwise you will not be able to
    embed the jingle in PowerPoint, Publisher or a web page).

There is a real challenge in Compose World Junior for KS2 children in the jumbles. The jumbles
are sets of mixed up phrases to well known tunes. The child has to put them in the right order so
that the melody is correct.

   Jumbles 1 is Three Blind Mice

   Jumbles 2 is Twinkle Twinkle Little Star

   Jumbles 3 is Land of Hope and Glory

   Jumbles 4 is Sailor’s Hornpipe

   Jumbles 5 is a really well known tune but I can’t remember its name!! Please let me know if
    you know it.

   london is London’s Burning

   skye is Skye Boat Song

   picnic is Teddy Bear’s Picnic

   bonnie is My Bonnie lies over the Ocean

   flag is The Star Spangled Banner

There is a huge amount of skill involved in sorting those melody’s out- it is a very good exercise
for developing the auditory memory.

Classroom management

This activity can be carried out by a group of children at a time with one computer in a
classroom or by the whole class in a computer room. It can be made to fit your own
circumstances. Most times headphones would prevent distraction by children not using the

There are several exercises on WBOL, following are several, which you can look at and
download through Workbox if you wish to use them:

Lesson Plan – Listen and Identify 2
Learning objectives
   Recognise the mood, speed and pitch of different musical phrases

   Represent musical phrases in verbal and graphical form
The activity
When using music for a purpose such as composing a song, decisions have to be made about the
style and structure of the music. In order to do this the composer has to make musical decisions
based on certain criteria. This decision process is highly subjective and likely to lead to lots of
discussion, as there are sometimes no right and wrong answers. This process of categorising
music is important in understanding the way music fits together and how it can be used to
conjure up a mood, theme, etc.

This activity involves listening to a collection of phrases and trying to identify which phrases fit
certain criteria. As well as using words to describe the phrases, pictures and graphical scores can
also be used.

1. In small groups listen to the phrases in the chosen activity file.

2. Classify the phrases into the following categories:
       Happy/sad
       Fast/slow
       High/low
3. Draw a graphical representation of each of the phrases.

Lesson Plan – Listen and Identify 3
Learning objectives
   Recognise the rhythm pattern in a phrase

   Recognise the pitch patterns in a phrase, for example, those that end in a key note

   Sing or play a given pattern on a tuned instrument
   Tuned classroom instruments such as chime bars, glockenspiel, guitar, recorder, etc.
The activity
In this activity, groups of children listen to a collection of musical phrases. The phrases are
played on the computer. The pupils need to reproduce the same phrases by singing them or by
finding the corresponding notes on a tuned instrument such as chime bars.

The pupils may find it useful to write down a representation of the phrase in words or pictures
or musical notation if they have some knowledge of it. This can then act as a reminder when
playing the phrase. Another way to remember the phrase is to put words to the phrase which
have the same rhythm as the phrase. Singing music is an important way to internalise and
remember it.

Lesson Plan - Performance and Accompaniment 1
Learning objectives
   Perform a song with other singers

   Play a percussion accompaniment

   Use a simple drone or ostinato
   Untuned classroom percussion instruments such as wood block, maraca, tambour, etc.
The activity
This activity follows on from the activity called Style and Theme 1, in which groups of children
wrote a song. It also draws on the skills obtained in Listen and Identify 1, which involved
identifying and playing simple rhythm patterns.

   Remind the group of their song and let them practise singing it.

   To add a simple accompaniment to the song, use some of the rhythms of the phrases in the

For example, different percussion instruments could play the rhythm pattern for each phrase as
the computer plays it. Alternatively you might allocate a phrase rhythm pattern to a percussion
instrument: the wood block plays the tree, the tambour plays the car, and so on. Then while the
song is being played the wood block rhythm is played, followed by the tambour rhythm and so
on throughout the song. This is harder because it means keeping a rhythm pattern going whilst
the tune may be playing a different rhythm.

   Experiment with different combinations. For example, sing the song with no percussion
    then sing it again with the percussion. Or sing one line with percussion and one without etc.

Lesson Plan – Performance and Accompaniment 2
Learning objectives
   Perform a piece of music

   Compose and perform a suitable accompaniment

   Understand the terms drone and ostinato
Technical preparation
   None required.
   Classroom instruments.
The activity
This activity builds on a previous activity called Style and Theme 2 where groups of children
wrote a piece of music on a theme such as the Ancient Egyptians.

   Return to the previous file and make sure that the groups can remember their composition
    (or introduce the example composition Performance and Accompaniment

   In the groups, discuss ways of adding atmosphere to the music and the story by using a
    range of instruments.

   Find ways of writing down a plan and an order to the various components:
       the tune itself
       the spoken words or rap
       the sound effects and musical accompaniment
   Are there ways that volume and tempo changes can add to the effect? What about using

   A repeated pattern is sometimes called an ostinato or drone. Could one of the patterns in the
    piece of music be used as an ostinato, played on chime bars for example?
   The groups should be encouraged to share their resulting compositions with the other
    groups in a non-competitive fashion.

Lesson Plan – Performance and Accompaniment 3
Learning objectives
   Accompany a piece of music with melody and percussion

   Write dance movements to correspond to a piece of music
   Classroom instruments.
The activity
This activity draws on a previous activity called Style and Theme 3. By using tuned and untuned
instruments, some depth can be added to the piece that enhances its musical style. The way in
which musical form can be used can then be explored by developing dance and movement to the

   Choose a composition from the previous activity (or use one of the examples provided).

   Investigate ways of accompanying the music by using classroom instruments.

   Plan out dance movements that follow the style of the music.

   Perform the music with accompaniment.

   Teach the dance movements to another group.

Style and Theme 3
Learning objectives
   Recognise the musical styles of ragtime and waltz

   Use different styles to compose music
   Tape recorder or CD with a range of musical recordings of songs.
The activity
This activity looks at the different forms and styles used in pieces of music.

   Play some ragtime and waltz music to the whole class.

   Provide some music for the pupils to listen to and identify those that are ragtime and those
    that are waltz.

   Using the ragtime and waltz files in Compose World Junior (in directory STYLES), write a
    short tune.

Extending the Activity
After looking at style, look at structure and form. For example, some music follows a set pattern

   phrase A

   phrase B

   phrase A again

   phrase C

There are many of these types of structures. These can be investigated in known pieces of music
and songs and then the structures used to compose a new piece of music using Compose World
Junior. A further investigation could involve finding the conventional names for these different
musical forms.


Finding the files:

                                                         CWJ files are all in a directory called
                                                         cwjr. This is usually on the C drive in a
                                                         School Share system but probably in
                                                         p:\apps\32bitwin\cwjr on a network.
                                                         All of the sound files are contained
                                                         within the files that you can see in the
                                                         picture. It is best to save the files either
                                                         out into the main folder – like compose1
                                                         is, or to another folder altogether – this
                                                         may be n:\mywork on a network.

Disappearing sound
If the children have already used Compose World for a while when the sound disappears – save
the open file, close the program you may find that there is another version of the program open,
close that as well. In this program it is very easy to open a new version of the program instead of
a new file. The sound stays attached to the first copy open, so subsequent versions opened do
not have sound, instead it appears that the children have suddenly lost sound
If it is not possible to control the sound volume from the monitor then ideally one could do with
the speaker icon on the status bar. Clicking on the speaker icon enables the user to turn it up.

1. Go to My Computer (on a network this will have to be done by the administrator)

2. Select Multimedia, double click to open the menu

3. At the bottom of the dialogue box there is an option to put the speaker on the taskbar, tick
   the box

If the headphones do not work

1. Check that they are plugged in the headphone hole on the back of the machine and not the
   CD hole on the front of the machine.

2. Make sure the attached little cable which takes the sound from the computer to the monitor
   speakers is plugged in.

3. Make sure the headphones are switched up, there can be a knob on each side or a slide
   control on the wire


   If the headphones do appear to be faulty put a sticker on them saying which machine they did not work in
   and put them for your ICT Co-ordinator, do not let them get mixed up with the working ones.

   If children have been on holiday on a plane that gives you headphones (e.g. Virgin), those headphones fit
   network computers. It is always best to have spare sets of headphones, and it seems to be easier to buy
   cheap headphones and throw them away when they break, rather than spend money on dearer ones that
   need fiddly or even costly repairs.


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