Future Forward

Abstract

Abstract As music teacher-educators contemplate the curricular modifications necessary to address composition within existing programs, many questions arise concerning why such change is needed and what specific changes should be made. These questions should not be taken lightly. Curricular change is a reflection of philosophical evolution met by the boundaries of institutional contexts. The realities of practice—costs, credit hour limitations, efficiency of content delivery, faculty-student ratios, schedules, and a multitude of other institutionally nuanced factors—impact change. A strong philosophical stance and substantive rationale for change is imperative if such challenges to practice are to be overcome. This chapter seeks to step beyond philosophy and rationale to present definitive strategies for positioning composition in music teacher education in variety of ways. It is hoped that music teacher-educators will be able to draw on these ideas and tailor adaptations to fit the unique contexts framing their programs.