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Music Outside the LinesIdeas for Composing in K-12 Music Classrooms$
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Maud Hickey

Print publication date: 2012

Print ISBN-13: 9780199826773

Published to Oxford Scholarship Online: May 2015

DOI: 10.1093/acprof:osobl/9780199826773.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 21 September 2021

The Issues

The Issues

(p.15) 2 The Issues
Music Outside the Lines

Maud Hickey

Oxford University Press

This chapter examines the issues that may hinder progress of effectively teaching music composition. First, is the issue with the learning environment. The chapter covers the problems of music teachers in determining the appropriate level of difficulty for the students' assignments and for how long they will need to create them. Second is the issue of whether or not the principles of notation should be taught. Notation is defined as the representation of the sound the music creates. Because children have not yet developed the ability to absorb technical information, teachers can ask their students to form their own versions of notes in a process called invented notation. Third, is the issue in technology. Traditional classrooms have now been replaced with a new mode of “music literacy” endorsed by technological advancement. The final issue is how teachers will assess their students. Some teachers have come up with a solution through a feedback mechanism.

Keywords:   learning environment, notation, invented notation, music assignments, feedback mechanism, music literacy

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