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Composing our FuturePreparing Music Educators to Teach Composition$
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Michele Kaschub and Janice Smith

Print publication date: 2013

Print ISBN-13: 9780199832286

Published to Oxford Scholarship Online: May 2013

DOI: 10.1093/acprof:oso/9780199832286.001.0001

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Scaffolding Student Composers

Scaffolding Student Composers

Chapter:
(p.109) 6 } Scaffolding Student Composers
Source:
Composing our Future
Author(s):

Jackie Wiggins

Michael Medvinsky

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199832286.003.0006

This chapter explores the efficacy of scaffolding as a teaching technique that can be used to support children engaged in music composition. The importance of positioning the learner's ideas at the core of the creative process is stressed with the admonition that the composer's “voice” must be honored in the learning process. Teachers are encouraged to foster and enable student success without unduly asserting their own influence over compositional process or into the musical product. Models of non-interventionist, yet supportive, teacher-student interactions designed to facilitate compositional growth are presented. The goal of this approach is to enable students to appreciate not only their compositional work, but also their personal development as learners. The chapter concludes with the observation that teachers, mindful of the nature of their interactions, can positively influence learner growth and self-perception.

Keywords:   scaffolding, teaching technique, voice, compositional work, learner growth, creative process, self-perception

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