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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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“All In” for Composition Education: Opportunities and Challenges for Pre-Service Music Teacher Curricula

“All In” for Composition Education: Opportunities and Challenges for Pre-Service Music Teacher Curricula

Chapter:
(p.289) 17 } “All In” for Composition Education: Opportunities and Challenges for Pre-Service Music Teacher Curricula
Source:
Composing our Future
Author(s):

John W. Richmond

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199832286.003.0017

Music education programs are just now beginning to wrestle with the idea of allowing music education majors to declare composition as their area of applied focus. This chapter describes the first program in the US to take this important step through the creation of a “composition track” within their undergraduate music education offerings. The chapter describes the genesis of the programmatic shift, the challenges and rewards of establishing such a program, staffing needs, host site creation, and other topics that relate to the “nuts-and-bolts” management of a newly emerging paradigm for music teacher education. The key insights found in this chapter will benefit professors and administrators considering this programmatic possibility within their own schools. The chapter describes the origins of a composition applied major within music education program. It discusses how it was decided who should teach composition pedagogy to pre-service music education students, what courses were implied in this curriculum besides a methods class in composition pedagogy and its companion practicum, and what costs would be associated with a composition pedagogy curriculum. Once these parameters were established, the practical issues of where can university students be placed for composition practicum experiences in K-12 settings and what role the university music school might play in partnering with local districts to create employment opportunities for those with degrees in music composition pedagogy are considered. Finally, the chapter advocates for a more ambitious and inclusive agenda for music education in American schools in the 21st century.

Keywords:   music education majors, composition track, music teacher education, composition pedagogy, university students, degree in music, American schools

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