Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Research Studies in Music Education
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Hogg, N.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Strategies to Facilitate Student Composing

A focus on music as an empowering agent

Noela Hogg

Deakin University, Burwood Campus, Victoria, Australia

In this ethnographic study of classroom music programs, 43 secondary schools in England and Australia were visited and 380 music lessons involving more than 50 classroom music teachers were observed. Though the focus was on junior secondary classrooms, the findings have relevance across a wider age range. In this article, aspects of this project are presented, the first being the identification of the three underlying teaching perspectives, music as knowledge, music as accomplishment and music as an empowering agent and the affirmation that the teaching of music is most effective when it is approached from a music as an empowering agent perspective. The three syllabus structures used by teachers who projected this focus are briefly outlined, and 16 strategies to facilitate student composing identified during the reflective period that followed the observation of 131 lessons are presented.

Research Studies in Music Education, Vol. 2, No. 1, 15-24 (1994)
DOI: 10.1177/1321103X9400200104
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Research Studies in Music EducationHome page
Bo Wah Leung
A Framework For Undertaking Creative Music-Making Activities In Hong Kong Secondary Schools
Research Studies in Music Education, December 1, 2004; 23(1): 59 - 75.
[Abstract] [PDF]

Home page
 International Journal of Music EducationHome page
D. Blom
Engaging Students With a Contemporary Music - Minimalism - Through Composing Activities: Teachers' Approaches, Strategies and Roles
International Journal of Music Education, May 1, 2003; Original Series, Volume 40(1): 81 - 99.
[Abstract] [PDF]

Home page
 Research Studies in Music EducationHome page
M. Barrett
Invented Notations: A View of Young Children's Musical Thinking
Research Studies in Music Education, June 1, 1997; 8(1): 2 - 14.
[Abstract] [PDF]

Home page
 Research Studies in Music EducationHome page
R. Gilbert
Small Groups in Music Lessons - Creativity or Cacophony?
Research Studies in Music Education, December 1, 1995; 5(1): 24 - 31.
[Abstract] [PDF]

Home page
 Research Studies in Music EducationHome page
P. Burnard
Task Design and Experience in Composition
Research Studies in Music Education, December 1, 1995; 5(1): 32 - 46.
[Abstract] [PDF]