through composing. Their compositions provide an excellent way for me to monitor and record their growth. By provid- ing students opportunities to compose using various prompts or expectations, one is able to assess for understanding and provide immediate feedback for areas of improvement. I am never grading a composition based on whether it sounds “good or bad”. Notation software and technology provide ways for students to instantly hear their creations. With enough scaffolding all students can be successful at creating their own music in order to demonstrate their understanding. What is evaluated is the students’ ability to use the various music dimensions and compositional techniques discussed and rehearsed in class to create their own music.


Over the course of the year, or several years, I am able to collect and record the growth of each student through their composing experiences. Our compositions are kept digitally on Noteflight.com and the students are able to access their previous works and reflect on their own growth. Likewise, with Noteflight students are also able to view, comment, and “like” other students’ compositions. Students have access to hundreds of compositions that can also encourage and foster their own musical growth.


Conclusion Baby steps. I know the idea of embedding composition into your program can seem like a daunting task. With each teacher I’ve worked with, I’ve only asked one thing: try just one composition activity this year. Given the availability of today’s simple yet powerful notation software, students just need the opportunity to begin composing. You will be im- pressed with what students can do and their feedback will provide you with ideas on how to further include composing in your program and foster your students’ musical under- standing.


References Allsup, R. E. (2002). Crossing over: Mutual learning and democratic action in instrumental music education. Unpublished doctoral dissertation. Teachers College, Colombia University.


Blair, D. V. (2009). Stepping aside: Teaching in a student- centered music classroom. Music Educators Journal, 42-45.


Davis, S. G. (2005, December 8). “That thing you do!” Compositional processes of a rock band. International Journal of Education & the Arts, 6(16). Retrieved from http://ijea.asu.edu/v6n16/


Kaschub, M., & Smith, J. (2013). Composing our future: Preparing music educators to teach composition. New York, NY: Oxford University Press.


Randles, C., & Stringham, D. (2013). Musicianship: Com- posing in band and orchestra. Chicago, IL: GIA Pub- lications.


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MMEA wishes to thank JWPepper & Son, Inc., for their generous sponsorship of numerous MMEA events, including:


• Fall Elementary Music Workshop • Collegiate Conference • Elementary Choral Festivals • Elementary Honors Choir • FallBoard Meeting Luncheon


Please visit their website: www.jwpepper.com


Wenger, E. (1998) Communities of practice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press.


Wiggins, J. (2015). Teaching for musical understanding (3rd ed.). New York, NY: Oxford University Press.


Xydas, S. D. (2014). Choosing when, where, and how to be a musician: A longitudinal study of student composing in a secondary band ensemble class. Unpublished doc- toral dissertation, Oakland University.


Spiros Xydas currently teaches at Baker Middle School, an International Baccalaureate World School in Troy, Michi- gan where he instructs three concert bands, a jazz ensemble, and a percussion ensemble using a constructivist, student- centered approach. Xydas also teaches at Oakland Univer- sity while actively completing his PhD in music education. His research is focused on students creating, teaching, and performing their own compositions as an integrated part of their performance ensemble experience. Xydas received a BA in Music from the University of California, Santa Barba- ra, teaching certification from Sonoma State University, and a MM in Music Education from Northwestern University. Mr. Xydas’ 15-year teaching career spans all levels of in- struction, from elementary to university. Previously, Mr. Xy- das taught instrumental music for grades 5-12 and directed the West County Winds adult community band in California. His ensembles regularly receive high recognition at festivals and within the community. He can be reached at sxydas2@troy.k12.mi.us


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