How does the composer invent melodies

Melody invention - course!

Inventing melodies
- A chance for music lessons!


  • After the song in Cubasis (or alternatively in Finale Notepad) the underlying melody should be heard once. Depending on the local conditions, the notation can also be played on instruments parallel to the playback or independently of it.

  • In principle, this teaching example can also be carried out sensibly with a single-user computer in the music hall with a connected projector and loudspeaker. The students can also improvise melodies, for example, during the pauses in the playback. Or individual students try entering a suitable continuation at the front of the computer.

  • The accompanying voices are laid out in such a way that they can also be displayed by students on the keyboard, with percussion and other instruments or can be played along with them.

  • The different parts of the percussion part can be divided among several instrumentalists.

  • The green arrow is pressed on the transport window and the song runs in an endless loop from measure 1 to 16 as long as the loop symbol is "lit". (The markings for the loop can be set on the far left in this window.) The yellow cuboid is stopped. When you press this button the second time, the song "jumps" back to the beginning.

  • The sound material here is played with g, a and h. Halves, (dotted quarters), quarters and eighths can be used well as rhythms. Of course, there are no limits to your imagination.

    An A and a B part can be separated from each other, also through the different types of accompaniment.
    The rhythm is based on a Latin pattern.

  • If you press the right mouse button in the notation editor, you can switch back and forth between writing and deleting in the small menu that opens. In addition, a text tool, a pause pen, a glue tube and a loudspeaker symbol are available for listening to individual voices and parts.

  • The students can pick out the desired grade value in the upper area of ​​the notation window and then insert it at a suitable point. It makes sense to first select the "Solo" mode at the top left and listen to the melody over and over again via the transport window.

    Triplets can be created with the small "T" key. The point "." causes the selected note to be punctured. (The use of the prefix to the right is self-explanatory, but is not yet relevant in this example.)

  • In principle, everything that can play a role in the area of ​​composition and arrangement can be used to expand this teaching module. This is how 2nd voices can be written. It can be re-harmonized (simply delete the existing accompaniments or mute them in the arrange window with "M" = mute).

  • A "solution" with 2nd voice could look and sound like this:

  • The best student results should be printed out and played. You can also put together an arrangement from several solutions, for example in the form of a rondo or the like.

    Criteria for a "good" melody could be, for example: a balanced pitch course, rhythmically interesting variations, the reference to the starting melody, open or closed finals, playability in the class orchestra, etc.