Abstract
The purpose of this study was to examine variables that influence teachers’ inclusion of composition activities in school band curricula. Results indicate instrumental music teachers believe composing is a valuable part of the band curriculum but are unsure where it belongs in the curriculum. Most respondents reported being exposed to composing activities during undergraduate coursework, although a majority also indicated their college courses did not prepare them to teach composing in a band class. While the COVID-19 pandemic forced many teachers to alter their mode of instruction, it had a marginal impact on the inclusion of composing activities. Younger teachers were significantly more likely to have had preservice composing experiences and were significantly more likely to include composing in their curricula. Implications for music teacher education include expanding opportunities to teach composing during fieldwork placements, meaningfully engaging with composition pedagogy resources, and reconsidering performance-based curricula toward a focus on creativity.
Published Version
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