Factors Contributing to Teachers’ Inclusion of Music Composition Activities in the School Orchestra Curriculum

Abstract

The purpose of this study was to examine the factors influencing teachers’ inclusion of music composition activities in the school orchestra curriculum. Specific research questions included: 1) What are the pre-service composing experiences of school orchestra teachers? 2) What are teachers’ beliefs regarding the benefits and challenges of including composing in the school orchestra curriculum? 3) What percentage of orchestra teachers include composing experiences in their curricula and what are the characteristics of those experiences? 4) What are the factors influencing orchestra teachers’ inclusion of composing in the curriculum? Most respondents (63%) reported having no composing experiences prior to college. Participants born in 1975 and later had significantly more pre-service composing experiences than participants born before 1963. Fifty-two percent of respondents rarely or never included composing in their classes. Significant differences in participants’ perceptions of composing were found based on age, teaching experience, pre-service composing experiences, and frequency of including composing activities in the curriculum. Pressures related to music performance appeared to strongly influence those who did not include composing in their classes.