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The Musical ExperienceRethinking Music Teaching and Learning$
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Janet R. Barrett and Peter R. Webster

Print publication date: 2014

Print ISBN-13: 9780199363032

Published to Oxford Scholarship Online: August 2014

DOI: 10.1093/acprof:oso/9780199363032.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (www.oxfordscholarship.com). (c) Copyright Oxford University Press, 2019. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 16 October 2019

Spaces for Student Voices

Spaces for Student Voices

Composition in Schools and Issues of Social Justice

Chapter:
(p.149) 9 Spaces for Student Voices
Source:
The Musical Experience
Author(s):

Janice P. Smith

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199363032.003.0009

This chapter addresses who can be a musician and how the musician acquires the skills needed to be one. Also described are the empowering possibilities of composition programs. This leads to a reflection on culturally responsive pedagogy and its possible alliances with composition—and especially songwriting projects—in schools. Composition in schools and the need for more democratic educational practices in classrooms are considered. A few examples of compositional activities used in music programs in urban schools that have a social justice or societal implications are presented. The chapter concludes with comments on how teachers can become prepared to lead composition activities that utilize and create socially relevant music.

Keywords:   social justice, culturally responsive pedagogy, songwriting, democratic educational practices, composition activities

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