{'fraction_non_alphanumeric': 0.011221945137157107, 'fraction_numerical': 0.0, 'mean_word_length': 5.475806451612903, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
How Composers Approach Teaching Composition

Composition pedagogy is explored from the perspective of a composer and a music teacher educator in this article. The primary goal is to help practicing music teachers develop strategies that will encourage students to create original music. The authors provide reflection about the process of helping students compose on the basis of personal experience composing and teaching young composers, via the work of leading scholars in music education and by using narrative excerpts and musical examples. Key strategies are identified that contribute to the successful teaching of composition, particularly at the beginning, middle, and the end of musical compositions. Contributing most notably to this discussion is the use of terminology in teacher feedback.