Abstract
Despite the inclusion of composition in music curricula in the UK, USA, Canada and Australia, understanding the role of creativity in composing in schools remains a fragmented and difficult issue. This paper sets out to draw upon an international understanding of how individual students from varied backgrounds encounter composition. The writers attempt to analyse the role creativity plays as students compose by re-examining students' individual engagement and reflection on composition. Based upon comparative analysis of students' composing activities and reflective talk, a series of models which reflect students' varying composing pathways will be presented. The purpose of such research is to develop teaching strategies that could foster creativity when composing.
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