Learning through Composing

Abstract

* There was a sense of keen excitement in the auditorium as sixty young musicians took their places in separated instrumental and vocal choirs. A few of those in the audience regularly attended the many orchestral-choral concerts of master works given by the students of Nanuet Junior-Senior High School. majority, however, were musicians who had come to hear a concert-type progress report of a new concept in the teaching of music. Among those present were composers, performers, and school and college music educators. From the first sustained notes of the low brass choir to the last polytonal chords of the voices and strings, the audience sat spellbound by the achievements of the students, for the hour-long cantata being performed was composed in twentieth century idioms and orchestrated by the nine students of the theory class, seven of whom were in their first year of theory. subject of the cantata was The Call, and each of the students had composed a section of the work around one specific call, i.e., The Call of Freedom, The Call of Space. various sections were then welded together by narrations on the same theme written by students of the English department. questions and comments from those in attendance reflected the keen interest of the musicians in the potentials of this concept of teaching and expressed their amazement at the musical insight and technical knowledge displayed by the young composers. Were they a select group of exceptional youngsters? No. Had they had previous extensive musical training and background? No. Could they write music in traditional harmony? Yes. Did they do all the composition and orchestration themselves? Yes. Was this the result of a new method logy? No. theory course is an elective available to all high school students. only requisite is that each student play or learn to play an instrument. None of the students had had previous training in theory or composition, except for the regular elementary and junior high school music classes (kindergarten through eighth grade). All had participated, however, in either orchestra, band, or chorus. entire program was, in reality, an oral demonstration-not of a method, but of a concept of learning as it applies to the teaching of music. basic ideas were developed at the Institute for High School Music Teachers (see AprilMay 1963 Music Educators Journal, p. 41) directed by Lionel Nowak at Bennington College; they include the following: