This program looks at the different song writing processes of three groups; one a professional rock group and two groups of young musicians just "starting out." It follows them from the initial trigger or idea for their songs, through the choices they make, the setbacks and changes, to the final performance of their work.

Movement can be a wonderful way to understand and respond to music. In this program students work with a piece of repertoire in three beat metre, using body percussion to explore musical ideas such as call and response, ostinato, question and answer and accent. The body percussion patterns are then transferred to movement patterns. A movement plan is developed, and the composition performed.

This program starts with a poem about the wind. Students identify sound words in the poem, and explore the concept of tone colour as they express the words using vocal and body percussion sounds. These sounds are then transferred to instruments and performed as a composition. In the process the students explore the idea of a sound score as they come up with graphic notation (symbols and pictures) to represent their sounds.

In this program, students start by creating shapes and movement pathways with their bodies to create a movement composition. The composition is notated graphically, with symbols and pictures, and the resulting sound score is interpreted musically. This approach to music composition is rich and rewarding, and the process generates a lot of exciting musical decision making.

This program starts with body percussion which is an important tool for understanding music and for pre-instrumental skill development. A piece of repertoire provides the context in which to explore the skills of body percussion. The body percussion repertoire is then transferred to found instruments i.e. rubbish bins, lids, and sticks, and a composition is developed. Other segments in the program extend the exploration of percussion skills.

An existing style of music is used as the starting point for composition in this program. The students are taken through a composition process that involves putting four beat metre to lyrics, developing non - melodic percussion accompaniments, and structuring a performance.

This program starts with body percussion which is an important tool for understanding music and for pre-instrumental skill development. A piece of repertoire provides the context in which to explore the skills of body percussion. The body percussion repertoire is then transferred to "found instruments" i.e. rubbish bins, lids, and sticks, and a composition is developed.

A comical animation requiring sound is the starting point in this program. The presenter explores different features of sound production including duration, dynamics and tempo, in the quest to produce sounds which enhance the meaning of the story.

The use of layering repetitive patterns, ostinati, to create ensemble sounds is an important composition tool. This program establishes the idea of rhythmic ostinati patterns using simple time. The concept is developed by demonstrating how melodic and non-melodic ostinati can be added to a song to create a composition.