Abstract
Songwriting has been used in music therapy for decades to help address trauma, alleviate depression and build confidence in both children and adults. With components that great music education models point to—composition, agency, collaboration, and means for self-expression, songwriting seems to be a useful tool for music educators as well. Yet, songwriting is rarely found in a general music educators’ curriculum in a substantial way. This study investigates the stories of eight students who engaged in a robust songwriting program in their elementary school years (children aged 6–12 – referred to as middle childhood). The students share their experiences with songwriting in detail and leave us wondering why songwriting has not been incorporated as an integral part of music education curricula and how this can be changed.
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