| In this research I employed multi-site qualitative case study methodology to explore and analyze three secondary school teachers' personal understandings of their teaching-composing practices. I developed three separate case studies, each one representing the participant's personal knowledge of teaching composing.;The knowledge developed includes some of the conditions that cause teachers to teach composing: (1) having personal composing experience, (2) valuing student composing, (3) recognizing that students themselves value composing, and (4) curriculum requirements.;Some of the tools that teachers provide include: (1) composing confidence, (2) music theory and compositional technique—carefully provided in moderation, 3) collaborative composing opportunities, and (4) computer-facilitated composing.;Strategies to engage students in composing activities include: (1) designing assignments with a carefully considered balance of freedoms and constraints; (2) inspiring students (presenting compositional models, offering inspirational triggers, and connecting to students' interests); (3) motivating with praise, encouragement, and nagging; (4) imbuing students with ownership over—and personal involvement in—their work; (5) the showcasing and sharing of student work; and (6) enabling enjoyment.;The rich knowledge revealed in each case study subsequently informed the development of a cross-case substantive-level grounded theory to explain the teaching-composing process as carried out by my participants.;Strategies for guiding students through the composing process include: (1) enabling students to hear their works-in-progress; (2) offering suggestions; (3) sequencing tasks; (4) allowing the time, space, and freedom for exploration; and (5) encouraging students to seek, offer, and receive peer feedback.;In order to manage the teaching-composing context, teachers may: (1) respect and connect to students' worlds, and to students' needs; and (2) ensure a safe and supportive classroom ethos.;In order to manage the teaching-composing process, teachers may: (1) teach 'from the side'—providing resources, assistance, and guidance, but otherwise leaving students alone; (2) draw from and share their own personal composer knowledge; and (3) engage in ongoing development and modification of teaching-composing practices.;Students benefit from composing by (1) experiencing success; (2) experiencing enjoyment; (3) exercising self-expression; and (4) gaining composing confidence and continuing to compose—both in the classroom and beyond. |
