Composing in Orchestra

Abstract

Abstract This chapter will examine the role of composition in string classes and orchestra and provide examples of projects for directors who teach at different levels. Opening with a brief overview of the orchestra teaching profession and surveys of attitudes toward composition, the chapter goes on to explore the benefits and challenges within the teaching and learning of composition before providing examples of composition projects for students at different levels of compositional development. Teachers will find that composing in orchestra can a) enhance student musicianship, including performance skills, b) create opportunities for students to collaborate, negotiate, and compromise, c) increase student motivation as a direct result of the act of creating a new culturally relevant piece of music, and d) change the role of the teacher from ensemble director to facilitator, which provides new opportunities to learn how much students understand about the structure of music. Teachers will learn how to address challenges such as off-task talking, social loafing, unequal interaction, and negative interactions. Throughout the chapter, teachers will provide answers to these common questions: What is the role of the teacher in a composing project? How do I plan and implement an effective composing project? How much time will this take? Will it impact our performance preparation?