The challenges of teaching composing

Throughout this article I have attempted to highlight a range of issues concerning the development of composing activities which are still valid for many classroom teachers, and therefore important to address for pre-service music teachers. The challenges concern refining music teaching pedagogy to achieve: 1. a more equal balance between the exploratory purposes of composing and the teaching of defined compositional forms within the classroom; 2. a greater degree of instrumental skill for all pupils in the belief that this supports greater depth, breadth and confidence in pupil composing work; 3. a clear and developed professional discourse concerning the values and learning outcomes associated with the full range of music technologies; 4. a greater emphasis on developing awareness of the language used by pupils and dialogic language skills with beginner music teachers, in order to deepen and broaden both the potential for pupil progression and assessment of learning (what types of language do pupils use during composingworkwhich may indicatemusical learning?); 5. a way of addressing pre-service teacher identity to include confidence in composing ability and the facilitation of composing ability for young people. This discussion is based on the belief, supported by the many researchers in the field of music education, that composing activities underpin the development of musical skills and understanding, and is inextricably linked to other areas of musical activity. I have outlined an approach which is valid for a range of teaching practices and provides a skeleton pedagogy of ideas for growth. It is on this foundation that pre-service music teachers can build their own classroom practice and develop their confidence in terms of facilitating the composing process. © Copyright Cambridge University Press 2012.