Creating a compositional process that could be personalised while also being safely scaffolded was challenging. However, the way Bree managed to use a relatively limited pitch set while creating tension and differing atmospheres suited the challenge perfectly. By scaffolding an exploration of pitch at the beginning of the process (within small parameters, first exploring the notes given, then three notes chosen by the group, then adding an extra note), students had a plethora of material to work with for the rest of the composition process that was gained in a safe way.
The start of each baby step process for each "chapter" invovled using Light for the First Time as a clear model for different ways students could explore and transform their "pitch combinations" they created at the beginning. From there, students undertook the same process seen in the composition, applying it to their own material in a way that suited their experience levels. For example, in the "Strange Rhythm" section in the first chapter, students heard how the instruments changed at seemingly unplanned times, which created tension. Instead of notating this in the same way as Bree, however, students achieve the same affect by indicating approximately when instruments should change note in graphic notation.
In addition to this, by recording their baby steps and constantly listening to and evaluating their content, students are engaging in reflective practice and are constantly building on and developing material they create.