The Oxford Handbook of Music Composition Pedagogy (OXFORD HANDBOOKS SERIES)

The Oxford Handbook of Music Composition Pedagogy presents an illuminating collection of philosophy, research, applied practice, and international perspectives to highlight the practices of teaching and learning in the field of music composition. The Handbook offers various strategies and approaches in composition for teachers, music teacher educators, and students of music education. Cover THE OXFORD HANDBOOK OF MUSIC COMPOSITION PEDAGOGY Copyright Dedication Contents List of Contributors Preface Acknowledgments Section I: Foundations for Composition in Music Education 1. Marginalized No More: Composition in Music Education 2. The Music No One Has Heard Yet 3. Refining and Expanding Music Composition Pedagogies 4. Vocabularies of Genius and Dilemmas of Pedagogy: Originality, Imagination, and Creativity 5. Music Creators on Creating Music Section II: Finding Identity and Fostering Inclusion in Music Composition 6. From Vulnerable Teacher to Vulnerable Songwriter: A Reflective Journey toward Authenticity 7. Becoming a Composition Teacher 8. Cultivating Student Agency in the PreK–​12 Composition Curriculum 9. Creating Culturally Sustaining Spaces in the Compositional Process Section III: Understanding Compositional Processes 10. Listening to Compose, Composing to Listen: Music Listening as Foundational Musical Behavior 11. Skills Successful Songwriters and Producers Utilize and Why It Matters to Music Educators 12. Compositional Idea Selection and Development 13. Addressing Creative Intentions through Revision and Editing 14. The Role of Technology in Learning to Compose 15. (Un)Assessing the Processes and Products of Children’s Original Musical Composition Section IV: Approaches to Composition Pedagogy 16. Developing Compositional Capacities: Feelingful Intention, Musical Expressivity, and Artistic Craftsmanship 17. Movement → Improvisation → Composition through Dalcroze Eurhythmics 18. Constructing a Pedagogy for Music Improvisation and Composition: A Kodály Perspective 19. Gordon Music Learning Theory: A Framework for Composition 20. Playing with Music: Composition Pedagogy with Orff Schulwerk Section V: Nurturing Young Composers 21. How Transdisciplinary and Improvisational Creativities Can Nurture Young Composers and Teachers as Confident “Makers” 22. Mentoring Young Composers: Collaborative Pathways for Developing Musicianship 23. Creating and Managing Young Composer Festivals and Showcases 24. Preparing Young Composers for Collegiate Study Section VI: Composing in Classroom Music 25. Composition in Early Childhood 26. Facilitating Songwriting with Children 27. Cultivating a Purpose-​Driven Composition Pedagogy in General Music 28. Developing Soundcrafters: Facilitating a Holistic Approach to Music Production 29. Culture, Creation, and Community in Hip-​Hop Classrooms Section VII: Composing in School Ensemble Settings 30. Composition in Band Classes 31. Composition in Choral Settings 32. Composing in Orchestra 33. Interactive Composing in School Jazz Ensembles Section VIII: International Perspectives on Composition Pedagogy 34. Composition Pedagogy in Australia: Rethinking Teaching and Learning in Music Education through Composition and Creativity 35. Composition Pedagogy in the Czech Republic 36. Composition Pedagogy in Finland: From the Margins to the Center of Music Education 37. Composition Pedagogy in Germany 38. Everyone Can Make Music Creatively: The Process of Implementing Ongakudukuri in Japanese Music Education 39. Music Composition in Music Education: The Case of Uganda 40. Music Composition in Portuguese Classrooms: Searching for Possible Routes Section IX: Shaping the Future of Composition in Music Education 41. Advancing Pedagogy through Teacher Assessment and Program Evaluation 42. Composition, Policy, and the Formation of Agency: Pathways in Teacher Education and K–​16 Practice 43. Future Forward: Composition in Music Teacher Education Index The Oxford Handbook of Music Composition Pedagogy presents an illuminating collection of perspectives on teaching and learning in the field of music composition, supplying music educators with knowledge about young composers and their work. The Handbook's forward-looking practices offer teachers tools and strategies for every child to experience music composition as part of their music education. Editor Michele Kaschub, along with an outstanding team of contributing authors, offers a comprehensive handbook providing key scholarly, critical, and practical perspectives on teaching composers and learning to compose. Written by academic scholars, researchers, and music teachers, the 43 chapters of the volume addresses nine major themes: philosophical foundations; identity and inclusion; compositional processes; approaches to composition teaching and learning; nurturing young composers; composing in classroom and ensemble settings; international perspectives on composition in music education; and how the future of composition might be shaped. The Handbook provides strategies to readers in embracing diversity as it is found in the individual nature of each student-composer and in the broader community of composers. Kaschub proposes an understanding of the value of individual and collaborative work as a function of artistic action, including a wide-range range of experiential contexts so that students can embrace traditional and emerging music, and ways to help students sustain and extend their cultural heritage through composing. The Oxford Handbook of Music Composition Pedagogy underscores the potential that composition holds for advancing student artistry in music education while guiding educators working to achieve that goal. "The Oxford Handbook of Music Composition Pedagogy provides a compendium of perspectives on teaching and learning in the field of music composition so that music educators can indulge their curiosities and become more knowledgeable about young composers and their work. The forward-looking practices presented offer teachers tools and strategies to ensure that every child can experience composition as part of their music education. The forty-three chapters of the volume address nine major themes: philosophical foundations, identity and inclusion, compositional processes, approaches to composition teaching and learning, nurturing young composers, composing in classroom and ensemble settings, international perspectives on composition in music education, and how the future of composition in music education might be shaped. Readers engaging with this work will find strategies for embracing diversity as it is found in the individual nature of each student-composer and in the broader community of composers, understanding the value of individual and collaborative work as a function of artistic action, including a wide range of experiential contexts so that students can embrace traditional and emerging musics, and ways to help students sustain and extend their cultural heritage through composing. This volume makes clear the potential that composition holds for advancing student artistry in music education and offers guidance for those working to achieve that goal"-- Provided by publisher