We asked Nathan Timothy, founder of the Songwriting charity, for his insights on teaching Songwriting to young people.

Why Songwriting?

  • Songwriting gives pupils a voice.
  • It allows them to express ideas, explore imagination and work collaboratively.
  • Pupils who don't usually speak up suddenly become much more engaged when it's through a song.
  • It also helps pupils understand that there isn't just one correct answer.
  • Every idea can be developed into something meaningful.

Where do I start?

One of the things I'm frequently asked by teachers is where do I start and how do we turn children's ideas into a song in a classroom setting. At its core, songwriting is about ideas, creativity and making choices, which are things teachers are already helping pupils develop every day. What really matters is giving pupils a clear starting point, permission to experiment, and support in shaping their ideas. Don’t forget to download our set of simple resources that you can use in your lessons, including lyric templates, lesson plans and a few activity sheets.

I like to describe songwriting as storytelling with sound. If a pupil can describe something, imagine something, or tell a story, they already have what they need to begin.

Here are some starting points that you can try today.

How to use a lyrics-first approach

One activity I use a lot is a 60 second word dump activity. I give the class a topic, for example the sea, and for one minute, pupils call out as many words as they can about this topic and I write everything on the board (there's no filtering at this stage, just ideas). You might get words like waves, cold, blue, crashing, running deep. Then we choose a few of the most interesting words and turn them into short phrases, for example, running through the waves, deep blue water. This gives pupils a really clear starting point and a good model for writing lyrics. This is what we call a lyrics-first approach.

Next, we turn their words into a rhythm activity. For example, we might take a line like Running through the Waves and clap it together, helping pupils feel the natural rhythm of their words. Then we experiment with how we say it. For example, slowly, fast, with breaks in it, with different emphasis on certain syllables. Listening to the ebb and flow of the words gives us inflection, which can lead to developing a melody. And sometimes as they do this, a melody starts to appear naturally.

How to use a melody-first approach

Give each group a short 5-minute challenge. Ask pupils to hum freely, use sounds like ‘la’ or ‘ah’, and create short melodies in small groups. Humming independently removes the pressure of getting it right and helps them focus on the shape of the melody. Create a melody using just one vowel sound. Then, pupils share them with the group and ask what mood does this sound like? Is it happy, joyful, excited, sad, calm, peaceful, emotional, dramatic, mysterious? Once they've identified the mood, they can start adding lyrics to match.

Questions to ask your pupils

  • Does it start high or low?
  • Are you going to sing fast or slow?
  • Does the melody match the mood you want to achieve?
  • What feeling are you trying to create? For example, calm songs might have smoother, slower melodies, energetic songs might feel more rhythmical.
  • Which one sounds better, this one or this one? Comparing two versions of the same melody with one difference can help them make creative decisions.

Adding a simple accompaniment

If you have access to a keyboard or guitar or drum machine, even very simple accompaniments can make a big difference. Sometimes I'll use just two or three chords, for example C and G or C and F, or the simple progression C to G to A minor to F. This gives them confidence and a strong foundation.

What if there are no instruments available?

If instruments aren't available, you can also use clapping, percussion or repeated rhythms. The key is creating a steady musical beat.

Introducing song structure

Songs don’t need to be long, but they do need to have a structure. Structures can help our pupils to organise their ideas. I might ask which line is the most important to them and suggest that it could become the chorus. Descriptive elements that move the story along could become the verse. I tend to think the verse tells the story and the chorus is the main message we're trying to communicate. Of course there are other structure elements, such as adding a Bridge, which can be added in for longer projects or with older pupils.

Performing and sharing

Before sharing, it's important to set expectations. We're not judging, we're listening and supporting. Pupils might perform as a group, share with their peers in small groups, record their song at home using a phone or a tablet, or just present their lyrics by reading them out loud. Group performances can work best because they reduce pressure and not every pupil needs to perform individually.

Peer Feedback: I might ask pupils to respond with something that they enjoyed, a lyric they liked or the mood they noticed. This creates a positive atmosphere, reflection and celebration.

Pupil Feedback: Ask the pupil what part of the song are you most proud of? What worked well? What was your favourite lyric? What would you try next time?

Celebrate! Your pupils have created something original! Songwriting doesn't need to be complicated. With a few simple activities, some structure and a supportive environment, pupils can go from a blank page to a finished song. And more importantly, they begin to see that their ideas matter and that they can express themselves creatively.

Last modified: Tuesday, 21 April 2026, 10:35 AM