Introduction

This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book highlights the diversity by which composing as a musical activity does, or conversely does not, have a part within a country's national curricula and other mandated or legislated formats. It discusses partnership projects where external composers have worked alongside classroom music teachers. The book highlights important resources commonly used within the music teaching profession of that country. It addresses relevant characteristics of music composing through the lens of their respective socio-cultural contexts highlighting the diversity of teaching methods and practices. A hierarchical view can take hold that some music is more valuable, more important, and more worthy of a place in an already crowded school curriculum. Part of the role of educators may also be to introduce students to new music and encourage students to explore a diverse range of genres with open ears.