Devaney, K. (2025) Pedagogies in composing. In: Debates in Music Teaching (2nd edition). Routledge. ISBN 9781032574837 (hardback), 9781032574820 (paperback), 9781003439578 (e-book)
Abstract
This chapter explores essential pedagogical questions for music teachers to reflect upon when teaching composing in the classroom. Starting with the historical and contextual background of composing in English schools, this chapter summarises some of the current challenges teachers face, such as confidence and assessment requirements. Drawing on previous research, this chapter goes on to outline the different ways composing can be taught and learnt with four pedagogical approaches being identified and discussed: composing as (1) creativity, (2) self-expression, (3) craft, and (4) cultural knowledge. Under these four headings, their different pedagogical aims and ideologies are presented, along with examples of practice and the limitations of each pedagogy. This chapter aims not to create a hierarchy of composing pedagogy, but to encourage the reader to reflect upon the place, purpose, and suitability of different approaches. Following the discussions of the four pedagogical approaches, an integrated model of composing pedagogy is theorised that acknowledges the interconnected relationship between craft and creativity. By combining the four composing pedagogies, this chapter asks the reader to view progression and planning for composing as long term. The model acts as a visual aid for music educators to reflect on their own teaching and expand their own knowledge and practice of composing pedagogy.
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