Abstract :
This article reports a case study of an experienced teacher of composing working with
secondary school students in a large urban centre in Ontario, Canada. Results suggest
authentic assignments connect student composing to the ‘real world’, and so have
meaning and life beyond the music classroom. Teachers can facilitate the development
of theoretical music knowledge by supporting and enhancing the experiential learning that
students accomplish on their own, through composing. Offering suggestions for change
to compositions-in-progress, and cultivating a classroom ethos where students exchange
this service amongst themselves, serves to enhance composing potential. By helping
students infuse their work with personal knowledge, experiences, and interests, teachers
can increase students’ meaningful involvement in classroom composing.
