I write the songs: an appraisal of issues surrounding the composition unit of classroom music, years 10, 11 and 12, in terms of difficulty in delivery and assessment for teachers with limited background in composing

Abstract

This paper, based on three case studies, looks at differences in teaching approach or delivery models and assessment strategies at a state high school, a private high school in Townsville and an international school in Hong Kong. Through first hand experience working with the students in the classroom and a series of interviews with teachers at each school, this study builds a profile that should have resonance with teachers in Australia, New Zealand and Hong Kong. Initial findings demonstrate that many teachers have difficulties with this stream of assessment due to a limited exposure of compositional methods and techniques in pre-service training. Much of the syllabus outline in Queensland for example, gives very generic descriptions of what is expected from the students, further complicating the teacher's role in effectively delivering this component. The goal of this study is to forward suggestions and point to resources that may contribute in helping teachers cope with this assessment module.