abstract
this article explores how pedagogy in music composition in the united kingdom has changed since the beginning of the twentieth century, and suggests a model which is effective in facilitating the development of today’s student composers in higher education, but could also be applicable for younger students. firstly, i will examine a range of writers’ approaches to outlining how the act of music composition can be taught. i will then suggest a pedagogic model which is based on aspects of these approaches but informed by my own experiences as a composition teacher.
recommended citation
searby, michael
(2017)
"“composers are born and not made”: some preliminary thoughts on how to construct a pedagogy for music composition,"
journal of music theory pedagogy: vol. 31, article 11.
available at:
https://digitalcollections.lipscomb.edu/jmtp/vol31/iss1/11
