Heads of composition perspectives on the role of composition teaching in UK music conservatoires composition department

ABSTRACT

In the study being reported here, heads of composition at a selection of music conservatoires (n = 6) in the UK were invited to share their experiences of teaching composition. Arising from the analysis of interview data, three main themes, termed 'pedagogical goals', emerged as important for undergraduate and postgraduate students to progress as composers. These included: becoming independent learners; developing one’s own compositional voice; and building confidence. Findings revealed that these three themes and the pedagogical tools used to achieve them could create tensions between student expectations of what they believed traditional composition teaching to be. On top of this, the interviewees reported having to navigate increasingly neoliberal higher education policy and performativity measures such as the emphasis on student satisfaction, employability and the rising sense of competition between institutions, causing them to reflect on their role as professional educators. Implications for practice are highlighted, particularly around how conflicting priorities and expectations within creative subjects such as composing can in turn create pedagogical conflict. This calls for further research on how composers learn and develop, especially within higher music education contexts.

KEYWORDS:

• Composing
• conservatoires
• higher education
• neoliberalism

Acknowledgements

I would like to thank the heads of composition for taking the time to talk to me to share their experiences and thoughts on composing teaching in their institutions. It is hoped that this research will be the start of future opportunities of sharing between those involved in the education of young and emerging composers.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 The term ‘emerging’ is a common term used in the UK to describe composers who might be studying within higher education, recently graduated or starting their professional career as a composer.

2 Science, Technology, Engineering and Mathematics.

Additional information

Notes on contributors

Kirsty Devaney

Dr Kirsty Devaney is a Birmingham (UK)-based composer, researcher and educator. She completed her PhD at Birmingham City University investigating the assessment of composing in upper secondary schools, which was awarded the prestigious ‘Anna Craft Award’ from the British Education Research Association (BERA). Now working as a lecturer in music and music education at the University of Wolverhampton, she continues to investigate composing and creativity in music education, and was recently awarded funding from the Society of Research into Higher Education (SRHE) to conducting research into equality, diversity and inclusion in UK Conservatoires. As a composer and practitioner, Kirsty established the Young Composers Project at the Royal Birmingham Conservatoire and has worked with music organisations across the UK such as the London Symphony Orchestra.