Web-Based Composition: Removing Barriers to Increase Composition Opportunities in Upper Primary Classrooms

Abstract

In recent years there has been a trend towards music curriculum documents giving emphasis to composition in upper primary school levels. This emphasis is consistent across current national documents of Australia, Canada, England, New Zealand and the United States. However, while this trend is prevalent, there are counter trends that pose barriers for classroom implementation of composition opportunities for students. These include low primary teacher music confidence and competence, a rarity of specialist music teachers in primary schools, and a lack of time allocated for music education in the primary school programme. The focus of this presentation is an investigation into a proposed approach to resolve these counter trends through a web-based system.

The approach involves a New Zealand project called ‘Compose’. The project is a three-way web-based partnership of composition learning and teaching between a music specialist/composer, a generalist teacher and participating students. An initial study has been undertaken to evaluate ‘Compose’ as a way to increase composition opportunities for year 8 (twelve-year-old) students. Pre- and post-data were gathered that estimated the effects of the ‘Compose’ project, using quantitative and qualitative measurements.

Data analyses showed increases occurred in student composing opportunities. A specialist’s provision of resources and support strategies enabled the involvement of the generalist teacher in appropriate ways, and acquisition of composition skills and knowledge led to improved student attitudes and confidence about capacity for composition. The flexible delivery afforded by the web-based system contributed to increasing composition outcomes.

The initial data indicate that the ‘Compose’ project offers a potentially viable way to increase composition opportunities. Further testing of the project’s viability and wider application is planned. Additional aspects to be examined are the infusion of the project into teacher education by having student teachers work alongside the specialist as comentors to the school students, and the role of the specialist/composer as perceived by the school students