How Transdisciplinary and Improvisational Creativities Can Nurture Young Composers and Teachers as Confident 'Makers'

Cooke, Carolyn and Burnard, Pam (2024). How Transdisciplinary and Improvisational Creativities Can Nurture Young Composers and Teachers as Confident 'Makers'. In: Kaschub, Michele ed. The Oxford Handbook of Music Composition Pedagogy. Oxford Handbooks. New York, USA: Oxford University Press, pp. 449–470.

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Abstract

In this chapter we (a) challenge a monodisciplinary perspective on composing, (b) dismantle the myth that composing is a solitary act, and (c) make explicit how teachers and student teachers can become confident music composition pedagogues. We explore transdisciplinary and improvisational creativities that challenge individualistic views of composing. We present a way to re-see young composers and teachers as entangled in material and embodied processes where they are makers with each other and the world.
We expand the concept of improvisational creativity from the usual understanding within the music discipline to a transdisciplinary creativity—that is, humans and non-humans pushing outwards generatively to create different relationships between child, teacher, materials, and environments. Transdisciplinary creativity seeks to de-couple the specific language of a discipline from its original context to open-up new possibilities for making and becoming makers/composers. This process may begin as a ‘ “dialogue’ ” across disciplines in compositional/making practices. Here we present ideas developed from the analysis of two sequences of making, one involving a young composer and one involving student teachers.

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