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Most composing work will begin with a warm-up activity, such as a simple rhythm game, a vocal improvisation or a singing conversation. As the improvisations unfold, the teacher will need to help the children to find ways of giving structure and shape to their work. The simplest way of introducing structure is through establishing clear start and stop signals, and the children should be encouraged to work towards responding to these cues. While they will be exposed to a wide variety of sound-making materials, the teacher may need to limit the choice of sounds available to them in the early stages, otherwise their composition may lack clarity and shape. Also, thirty children improvising at once can result in quite a cacophony in the classroom! It is important that children listen closely to the sounds they are producing as they make them, varying and modifying as necessary. Therefore, the children will require time and space, individually or in small groups, to make their discoveries. Drawing up a few basic rules in conjunction with the children will facilitate smooth organisation and ensure quality learning experiences for all children. These may cover
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