Abstract
The disconnect between the need for music composition instruction at the precollege levels and the content of music education curricula across North America has been a concern for over two decades. To be able to effectively teach their students how to compose, music educators need to have both experience and comfort in the creative process of composing. This experience and comfort can be achieved within the music education curriculum through a strong partnership between music education and composition faculty and in the field through experimentation, working with other teachers, and participating in joint composition projects with their students.
Get full access to this article
View all access options for this article.