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Composition Pedagogy Practices by Secondary School Instrumental Music Teachers in Southwest Virginia

Gibbs, Natalie S. Composition Pedagogy Practices by Secondary School Instrumental Music Teachers in Southwest Virginia. 2014. Radford University,

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Abstract

This study examined the pedagogical techniques of secondary school band teachers in southwest Virginia in the area of composition. The goal of this study was to provide a snapshot of current practices in composition pedagogy in secondary school instrumental ensemble classes in southwest Virginia, and to determine to what extent teachers consider and utilize aspects of the musical creative process in their instructional design and teaching methods, particularly in regards to respect for individual creative pathways and time dedicated to exploration and reflection. A preliminary survey on teaching composition was distributed to band teachers in southwest Virginia. Based on survey results, three teachers were chosen for further case study. These three teachers were observed teaching in the classroom and also participated in interviews, which were transcribed, analyzed, and codified for common themes. Results indicated that these teachers addressed the need for individualized composition instruction, but were lacking in the incorporation of exploratory time and reflection leading to revision. The teachers held many aspects of composition instruction in common, in particular a reverence for composition as a deliberate decision-making process and a sequence of instruction moving gradually from restriction to freedom, but varied widely in their tasks, goals, and understanding of the creative process. The study indicates a need for the pedagogy of composition to be addressed in music education, particularly in teacher preparation programs.

Item Type: Thesis
Subjects: M Music and Books on Music > M Music
M Music and Books on Music > MT Musical instruction and study
Divisions: Radford University > College of Visual and Performing Arts > Department of Music
Date Deposited: 21 Nov 2014 14:00
Last Modified: 20 Apr 2023 17:41
URI: http://wagner.radford.edu/id/eprint/161

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