Present research provides strong support for the use of creative activities such as composing in school music programmes based on evidence that learning music is more effective when students are exposed to authentic, experiential learning activities. Based on this premise the purpose of this study was to address the need to explore methods and skills necessary for incorporating music composition in Hong Kong schools given that this dimension of music teaching generally receives little attention from music teachers. A group of eight in-service music teachers were asked to design their own creative projects that were taught during a four-week Teaching Practice session. Field notes of observations and video recordings were analysed, which resulted in ten teaching strategies being identified according to four components of creativity: task motivation, domain-relevant skills, creativity-relevant processes, and metacognition. It is suggested that these components of creativity provide a framework that Hong Kong music teachers can use when implementing creative music activities in their classrooms.
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