[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-599973-105":59,"doc-detail-599973-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","incorporating-musical-composition-into-secondary-instrument-techniques-courses","Incorporating Musical Composition Into Secondary Instrument Techniques Courses","","A study investigates how integrating musical composition into secondary instrument techniques courses can support preservice music teachers. Twelve music education majors in two secondary brass techniques courses composed music for a beginning brass ensemble using a faculty-designed assignment in collaboration with a composition specialist. Findings offer five practice suggestions, showing composition as a valuable course component, an effective final assessment, insight into beginning instrumentalists’ perspectives, growth of pedagogical knowledge, and a meaningful creative project, with student recommendations on clearer parameters, smaller ensembles, and performance priorities.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/incorporating-musical-composition-into-secondary-instrument-techniques-courses/599973/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/incorporating-musical-composition-into-secondary-instrument-techniques-courses/599973.png","ImageObject",300,407,{"name":92,"@type":93},"nayy☆","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the study on composition in secondary instrument techniques courses?","Question",{"text":112,"@type":113},"To investigate the integration of musical composition into two secondary brass techniques courses through an assignment composing for an elementary brass ensemble.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the composition assignment implemented for the preservice teachers?",{"text":117,"@type":113},"Twelve music education majors in two secondary brass techniques courses composed music for a beginning brass ensemble using an assignment designed by music education faculty with a composition faculty member.",{"name":119,"@type":110,"acceptedAnswer":120},"What types of benefits did the study support for musical composition in these courses?",{"text":121,"@type":113},"Musical composition was supported as valuable for course instruction, an effective final assessment, a way to provide insight into student perspectives and practicalities, a driver of pedagogical knowledge, and a meaningful creative project.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599973,1792166214,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31},962090893153,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Contributions to Music Education Vol. 45 (2020), pp. 167-186.  \nJOHN EROS  \nCalifornia State University, East Bay  \nWILLIAM HARRINGTON California State University, East Bay  \nJEFFREY MILLER  \nCalifornia State University, East Bay  \nIncorporating Musical Composition Into Secondary Instrument Techniques Courses  \nMusical composition is widely considered to be a fundamental component of good musicianship. Recent state and national standards make it clear that preservice music teachers will be expected to include the teaching of musical composition in their curricula when they enter the field. The purpose of this study was to investigate the integration of musical composition into secondary instrument techniques courses. Twelve (N = 12) music education majors in two secondary brass techniques courses composed music for beginning brass ensemble, using an assignment designed by music education faculty in collaboration with a music composition faculty member. This study supports five suggestions for practice in secondary instrumental techniques classes, namely that musical composition: (a) can bea valuable component of a secondary instrument techniques courses,(b) served as an effective final assessment,(c) provided insight into beginning instrumentalists’ perspectivesand practicalities,(d) developed pedagogical knowledge, and (e) was a meaningful creative project. The students suggested that more specific parameters were needed, that composing multiple duos and trios might be more effective than composing one large piece, and that it was important for the compositions to be performed, although endurance could bean issue.  \nKeywords: secondary instruments, instrument techniques, music education, composition, music teacher education, preservice  \nContributions to Music Education  \nIntroduction  \nSecondary instrument techniques courses have been a consistent subject of research within music teacher education in recent years (Austin, 2006; Conway, Eros, Hourigan, & Stanley, 2007; Powell, Weaver, & Henson, 2018; Wagoner & Juchniewicz, 2017) . Study of the performance on and pedagogy of the various orchestral instruments is a required element in many university curricula, as well as a requirement for national and state program accreditation. In addition to secondary instruments, some state standards require training in composition and/ or arranging for preservice music teachers. With curricular space at a premium, music teacher educators must find innovative ways to meet this requirement inan authentic manner. Furthermore, recent calls for curricular examination in music teacher education have suggested instrumental techniques music education courses as good candidates for the inclusion of composition experience. Stringham, Thornton, and Shevock (2016) suggested that “the university instrumental methods course could be an opportunity to support instrumental [composition/ improvisation] teaching”(p. 8) .  \nSimilarly, Deemer (2016) suggested that “instrumental technique courses could allow for simple composing assignments for each instrument at a beginning level as well as help to consider basic instrumentation and orchestration concepts for the various instrumental families”(p. 44). The primary purpose of this research was to investigate the integration of musical composition into two secondary brass techniques courses, via the inclusion of an assignment to compose for elementary brass ensemble. Research questions were: (a) In what ways is music composition valuable for the students as preservice music teachers?, and (b) What modifications do students suggest for structuring music composition activities in secondary instrument techniques courses?  \nReview of Literature  \nSecondary instrument techniques courses are a common requirement in music teacher preparation programs, although there is some variance in the formats that they take (Austin, 2006) . Earlier research has focused on teacher preferences and curriculum instruction in secondary tech","cbCaid9zNj5x7DQ3","https://ap.wps.com/l/cbCaid9zNj5x7DQ3","pdf",150620,"English","# Introduction\n## Purpose and research questions\n# Review of Literature\n## Secondary instrument techniques in teacher education\n## Musical composition in K-12 and university research","[{\"question\":\"What was the purpose of the study on composition in secondary instrument techniques courses?\",\"answer\":\"To investigate the integration of musical composition into two secondary brass techniques courses through an assignment composing for an elementary brass ensemble.\"},{\"question\":\"How was the composition assignment implemented for the preservice teachers?\",\"answer\":\"Twelve music education majors in two secondary brass techniques courses composed music for a beginning brass ensemble using an assignment designed by music education faculty with a composition faculty member.\"},{\"question\":\"What types of benefits did the study support for musical composition in these courses?\",\"answer\":\"Musical composition was supported as valuable for course instruction, an effective final assessment, a way to provide insight into student perspectives and practicalities, a driver of pedagogical knowledge, and a meaningful creative project.\"}]","Incorporating Musical Composition Into Secondary Instrument Techniques Courses | PDF",1792089790]