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Facilitating musical composition as ‘contract learning’ in the classroom: the development and application of a teaching resource for primary school teachers in the UK

Westminster Institute of Education, Oxford Brookes University, UK, oclennon{at}brookes.ac.uk

Despite national initiatives in the UK such as Creative Partnerships, an organization formed in 2002 for exploring creative approaches to learning in the classroom, there is still a gap between aspiration and practice. This is especially evident in the teaching of musical composition in primary schools, partly because there seems to be a profound fear of music, especially for many primary school teachers who are not music specialists, and a lack of knowledge of participatory practice. This article describes the development of a resource for facilitating compositional processes using classroom management skills, as adapted from Knowles’s ‘contract learning’. I will also highlight the creative tensions raised by the sometimes conflicting approaches of instruction and facilitation.

Key Words: facilitation • musical composition • primary school teachers

International Journal of Music Education, Vol. 27, No. 4, 300-313 (2009)
DOI: 10.1177/0255761409344373


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