Abstract
Due to advancements, affordability and increased accessibility of technology, composing using computer technology has become prevalent in English secondary music classrooms. Despite this, there is still little research investigating the use of technology in music classrooms, resulting in teaching and learning approaches going unchallenged. This article explores how and why computer technology is being used for composing in upper secondary school music classrooms in England. Data were collected through a mixed-methodology approach involving five case-study schools and a survey of 112 classroom music teachers in England. Findings outline both positive and negative aspects of using computer technology to compose, such as how it was often perceived as a shortcut; however it can be argued that the computer software encourages a linear approach to composing, and the unrealistic Musical Instrument Digital Interface (MIDI) sounds can be a demoralising factor for students’ creativity.
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