ABSTRACT
Is it possible to teach compositional creativity? What does it take to learn the craft of composition? And how does one actually study composing? By teaching or instruction, or both? What role, if any, does or should creativity play in teaching and learning how to compose? Or could we consider compositional creativity to be a fusion of cognitive and performative tendencies, a set of skills that can be taught, learned, and practiced? The apparent effort to seek answers to these questions may be explained by the very nature and role of music creativity in our lives. In Teaching Music Creatively , Pamela Burnard (2013) explains:
Teaching music . . . requires the confi dence to develop a pedagogy of repertoire rather than recipe, and of principle rather than prescription; this should be implemented in a fl exible and creative way. . . . It should provide a broad and balanced education that involves the school community and engages with the environment.
