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Music Composition and Kyosei: Advancing Practice Through Teaching-Learning Partnerships

Music Composition and Kyosei: Advancing Practice Through Teaching-Learning Partnerships

Michele Ellen Kaschub
Copyright: © 2022 |Pages: 15
ISBN13: 9781668453568|ISBN10: 1668453568|EISBN13: 9781668453575
DOI: 10.4018/978-1-6684-5356-8.ch026
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MLA

Kaschub, Michele Ellen. "Music Composition and Kyosei: Advancing Practice Through Teaching-Learning Partnerships." Research Anthology on Music Education in the Digital Era, edited by Information Resources Management Association, IGI Global, 2022, pp. 452-466. https://doi.org/10.4018/978-1-6684-5356-8.ch026

APA

Kaschub, M. E. (2022). Music Composition and Kyosei: Advancing Practice Through Teaching-Learning Partnerships. In I. Management Association (Ed.), Research Anthology on Music Education in the Digital Era (pp. 452-466). IGI Global. https://doi.org/10.4018/978-1-6684-5356-8.ch026

Chicago

Kaschub, Michele Ellen. "Music Composition and Kyosei: Advancing Practice Through Teaching-Learning Partnerships." In Research Anthology on Music Education in the Digital Era, edited by Information Resources Management Association, 452-466. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-5356-8.ch026

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Abstract

The spirit of cooperation central to kyosei is a critical component in the creative corners of American music education. This chapter will describe a project that involved the creation of a hybrid space where a music teacher-educator and practitioner worked with pre-service teachers and middle school students to explore teaching and learning music composition. By recasting who is considered an expert, rethinking institutional boundaries, and immersing in project-based learning on multiple levels, teacher education programs and schools can better identify their challenges and explore possible solutions. Though not part of initial program planning, the principles of kyosei were evidenced in the evolution of complex understandings developed prior to and throughout the project, in the inclusive nature of project-based learning by pre-service teachers and music students, and in the professional relationships—and, ultimately, the friendships—that emerged as the teaching-learning community matured.

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