Why is teaching composing so challenging? A survey of classroom observation and teachers' opinionsBerkley, R. (2001) Why is teaching composing so challenging? A survey of classroom observation and teachers' opinions. British Journal of Music Education, 18 (2). pp. 119-138. ISSN 0265-0517 Full text not archived in this repository. It is advisable to refer to the publisher's version if you intend to cite from this work. See Guidance on citing. To link to this item DOI: 10.1017/S0265051701000225 Abstract/SummaryThis analysis of the challenges facing teachers of composing for the General Certificate of Secondary Education (GCSE) is based on a survey of teachers' opinions and classroom observation. The article answers three questions: can all GCSE students compose; how do you teach composing at GCSE; and is GCSE coursework a good test of composing ability? Reference is made to the nature of teaching mixed ability classes, how ability affects the development of composing skills, and the effects of different teaching methodologies on the students' progress. The article questions whether the GCSE examination is a realistic test of compositional ability at age 16.
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