Abstract
It is a familiar comment from some new beginner music teachers, ‘I'm not a composer, how do I teach composition, I'm not sure about this, I don't feel confident . . .’. Since the work of Paynter (1982), Swanwick (1979), Swanwick and Taylor (1982) and others, whose work has influenced the National Curriculum in England, classroom music-making has focused on the key musical activities of listening, performing and composing, assuming an experiential learning approach which builds on the inter-relatedness of the three activities. Visits to school music departments reveal a range of pupil music-making but often the area which is least confidently facilitated and supported (and perhaps misunderstood) is composing. Why is this and what are the challenges of teaching composing?
Publisher
Cambridge University Press (CUP)
Cited by
16 articles.
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