Why should children compose? From an ego-logical to relational eco-logical rationality.

Autor/in	Westerlund, Heidi
Titel	Why should children compose? From an ego-logical to relational eco-logical rationality.
Quelle	Aus: Liberty - Equity - Creativity. Innovating and inventing music in the classroom. Rum / Innsbruck: HELBLING (2025) S. 29-41 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Reihe	European perspectives on music education. 13
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-3-7113-0531-2
DOI	10.25656/01:35260
URN	urn:nbn:de:0111-pedocs-352603
Schlagwörter	Lehrerverhalten; Sekundarschüler; Lernverhalten; Lehrplan; Komponieren; Musikunterricht
Abstract	The chapter examines prominent research frameworks in music education to show how they frame teachers' mental models when including composing as part of education, while at the same time limiting possibilities for considering what composing in education could be and why it may matter in a repertoire-centred music education. In contrast, the contribution proposes a relational and ecological rationality that is more situational, open, and unscripted. From this perspective, composing becomes a space in which children and adolescents can develop their voices as musical, artistic, and cultural agents in relation to others and their environment. This understanding expands the concept of composing beyond fixed genre conventions and the notion of individual genius, highlighting its potential as a transformative and responsible practice within music education. This article is part of the anthology European Perspectives on Music Education, Volume 13, addresses topics such as inclusive practices, the role of technology, and teacher education. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/4