This chapter argues that enabling multicultural access to creative musical education requires rethinking composition from the ground up as a design opportunity within a cultural context. New ways in which creativity can be stimulated within a plural and technologically aware societal landscape are identified. For this to happen, approaches to musical composition education are required which transcend Western practice in such a way that no student is culturally alienated from creativity. This is not simply a question of including wider cultural practices as examples or case studies within the curriculum. To avoid cultural tokenism, it is necessary to rethink the core approaches of how creative subjects and musical composition are taught. Some starting points, drawn from disciplines and professional practices outside music, together with ways in which these ideas might help inform next-generation creative curricula, are proposed.
|Title of host publication||Creative and Critical Projects in Classroom Music|
|Subtitle of host publication||Fifty Years of Sound and Silence|
|Editors||John Finney, Chris Philpott, Gary Spruce|
|Publisher||Taylor & Francis|
|Number of pages||11|
|Publication status||Published - 5 Nov 2020|
- Music Education