Abstract
The purpose of this research was to investigate teachers’ beliefs about compositional experiences in the elementary music classroom. Elementary music teachers ( N = 176) in Michigan completed a researcher-designed questionnaire, which included a combination of forced-choice and open-ended questions regarding how teachers define composition, why they believe engaging students in compositional experiences is valuable, and what factors motivate teachers to engage or not engage their students in compositional experiences. Results indicate that participants’ conceptions of composition vary widely. Many teachers believe composition involves creating, expression/communication, and replication; however, teachers varied in other beliefs about composition, including the necessity of notation and the level of complexity involved. Teachers who believe that composition is important in elementary general music feel it is valuable because it helps students develop and apply musical understanding and skills, gives students ownership of their music-making, helps develop creativity, and provides an opportunity for self-expression. Teachers identified numerous impediments to incorporating composition in the elementary music classroom, including time and logistics.
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