The Routledge Companion to Teaching Music Composition in Schools: International Perspectives
- Editor: Devaney, Kirsty
- Editor: Fautley, Martin
- Editor: Grow, Joana
- Editor: Ziegenmeyer, Annette
Book
$362.50Contents
- Introduction
- 1. Battle Dances and 808s: Teaching Music Creation in Australia
- 2. From Composing Project to University Course: Formal and Informal Pathways of Learning to Compose in Music Classrooms in Austria
- 3. Expanding Analytical Eyes and Ears on Compositional Processes: Alternative Musical Pedagogies on Brazilian Education Interlude I: What is Composing?
- 4. Teaching Composing in Canadian Music Classrooms
- 5. Assessing Composition/Improvisation in School Music Education in the Global Age of China
- 6. The Challenges, Models and Outcomes of Composing in Croatian Compulsory Schools Interlude II: Creativity and Composing in Education
- 7. Composing in the Classroom: The Case of Czech Republic
- 8. Mapping the Field of Composing Pedagogy in Finland: From Musical Inventions to Cultural Participation
- 9. As For Us in France – Why Do We Call It Creation? Interlude III: Starting Points of Composing?
- 10. Composition in Germany in its Fledgling Stages Between Extracurricular Projects and School Music Classes
- 11. Attending to Creative Music Making and Composing in Greek School Music Curricula: Preliminary Findings from a Document Analysis
- 12. Composition and Creativity in Music Education in Iceland Interlude IV: Ways to Teach Composing
- 13. Composition Pedagogy in Italian Schools: A Model for Teaching Music Composition Through Processes
- 14. A Sheet of Paper Considered as an Instrument: Examining the Separation of Form and Content in Creative Music Education
- 15. Did You Write That Song? Learning Composition in the Kenyan Secondary School Interlude V: Considering Gender, Equality, Diversity and Inclusion in Teaching Composing
- 16. Policies and Practices in Teaching Music Composition in Mexican Schools
- 17. Music Composition as Playful Activity Perspectives on Teaching Composing from the Netherlands
- 18. Home-grown Progressivism: Composing in Aotearoa New Zealand Primary and Secondary Schools Interlude VI: Hegemony and Axiology in Composing Pedagogies
- 19. Teaching Music Composition in Nigerian Classrooms: Current Practice, Training and Creative Developments (With Particular Reference to Institutions in Southern Nigeria)
- 20. Composition in the Classroom in Norwegian Elementary School
- 21. Creativity in the Polish Music Classroom: Historical Perspectives and Recent Actions Interlude VII: The Role of Digital Technology in Classroom Composing
- 22. Making a Difference in the Music Classroom: The Role of Music Composition in Reframing Pupils’ Attitudes Towards Music Education in a Portuguese Classroom Context
- 23. Creativity and Composition in South African School Curricula
- 24. Music Composition in Spanish Schools Interlude VIII: Why Compose in Music Education? Arguments Between Curricular and Extracurricular Settings
- 25. Composition and Creative Music Making in Swedish Public Schools and Other Educational Settings
- 26. Composing in Schools: A Perspective on the Multilingual Context of Switzerland
- 27. The Teaching of Music Composition in Trinidad and Tobago Interlude IX: Notation – its Place and Role in Composing Pedagogies
- 28. Composition-Oriented Creative Activities in Music Lessons of Turkish General Schools
- 29. Teaching and Assessing Composing in English Secondary Schools: An Investigation into Music Teacher Confidence
- 30. Assessment of Composing in the Lower Secondary School in England Interlude X: The Place of Assessment in Teaching and Learning Composing
- 31. The Place and Value of Composition in the Music Curriculum in Scotland
- 32. Pedagogical Models of Teaching and Learning Music Composition in Higher Education: Practices and Perspectives from Uganda
- 33. When Creative Stars Align: Music Composition in K-12 Schools in the US
- 34. Situating Composition in Music Education in the United States
- Conclusion