ABSTRACT
Our dialogue reflects upon our individual pedagogical approaches to teaching undergraduate students. At a more fundamental level we will consider who we are teaching: Who are our students? Where are they coming from? To what extent might they intend to apply the skills we teach in their future endeavours? We argue that student attributes including notational fluency, technical ability, aural imagination and repertoire awareness are interlinked and required in order to enable students to engage fully with our composition courses. Going beyond merely outlining our approaches, we aim to interrogate the foundations upon which our philosophies about teaching composition are built and we consider the extent to which ‘received wisdom’ continues to be valid in today’s educational climate as well as exploring the influence of our personal research areas on our teaching.
