Composition Micro-Credential

Join music educators engaged in student composition, and learn how composition can be a key component of every music education classroom! Designed for the music supervisor or teacher interested in composition, this strand shows how composition can be a useful tool and strategy regardless of the age or performing background of your students.

To Sign Up for this Teacher Evaluation Micro-credential, go here.


Required Sessions

  • Monday 8:00 A.M. Rhoda Bernard & Sheena Dhamsania Composition for General Music Classes, and for Special Learners
    In the 2014 National Music Standards, creating has been elevated to one of three artistic processes, making the creative activity of composing more essential and relevant than ever! Many in the profession, however, are unsure of how best to implement the creating process components of imagine, plan and make, evaluate and refine, and present. Examples of student work within each of these process components will be presented, along with music composition teaching strategies and lesson ideas. Participants in this hands-on session will interact with these process components individually and as a whole. The focus of this session will be on how to implement the creating process with general music classes, and for special learners through composition in both adaptive and general education classrooms.

 

  • Monday, 4:45 P.M. Rob Deemer & Alexander Koops Composition in Choral and Instrumental Ensembles 
    In the 2014 National Music Standards, creating has been elevated to one of three artistic processes, making the creative activity of composing more essential and relevant than ever! Many in the profession, however, are unsure of how best to implement the creating process components of imagine, plan and make, evaluate and refine, and present. Examples of student work within each of these process components will be presented, along with music composition teaching strategies and lesson ideas. Participants in this hands-on session will interact with these process components individually and as a whole. The focus of this session will be on how to implement the creating process through composition in choral and instrumental ensembles.

 

  • Tuesday, 10: 30 A.M. Young Composers Concert

 

  • Tuesday, 2:15 P.M. Clint Randles Composition in Guitar, Keyboard, and Technology Classes; and in Non-Traditional Ensembles 
    In the 2014 National Music Standards, creating has been elevated to one of three artistic processes, making the creative activity of composing more essential and relevant than ever! Many in the profession, however, are unsure of how best to implement the creating process components of imagine, plan and make, evaluate and refine, and present. Examples of student work within each of these process components will be presented, along with music composition teaching strategies and lesson ideas. Participants in this hands-on session will interact with these process components individually and as a whole. The focus of this session will be on how to implement the creating process through composition guitar, keyboard, and technology classes; and in non-traditional ensembles.

  • Wednesday 8:00 A.M. Anand Raj Sukumaran – Making Their Own Kind of Music: Teaching Songwriting in the Music Classroom 
    Songwriting is an accessible and culturally relevant art form with multiple points of entry, independence and collaboration. Tapping into this contemporary mode of music making expands the artistic repertoire, technical ability, knowledge base and appreciation of a wider population of students. In this session, we will survey how to structure student learning, investigate a variety of entry points, examine samples of student work and participate in hands-on compositional activities.


Required Readings


Suggested Additional Resources


Along with the required sessions, webinar, and readings, in order to complete and earn the micro-credential, participants will need to:

  1. Take an assessment—a brief multiple-choice test—to show that they have retained content covered by the in-depth training and readings.
  2. Submit a brief action plan to demonstrate that they have thought about how to put their learning into action via the plan submission.

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