Towards Pedagogies of Creative Collaboration: Guiding Secondary School Students’ Music Compositions

TL;DRAbstract

The pedagogy of creative collaboration in music classrooms is hardly clear from the literature. There are plenty of tips and strategies for setting up composition activities and even some useful models for peer and self-assessment of composition processes. But what about the nature of the interaction between the teacher and the students, and amongst the students themselves, as the composition is unfolding? How can these interactions facilitate the development of the students’ independent musical thinking? And what is the influence of the teacher’s background and musical experience on their approach to facilitating creative collaborations in the classroom? This chapter will explore these matters by first reviewing some literature on this topic and then profiling the case of Emma and her students in a case study of an English secondary class that has composition as part of the music curriculum. For this purpose, I observed Emma’s lessons at key points in the music project to see the diff

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