ABSTRACT
In Finland, creative music-making practices have already been included in curricular documents for decades. Music teachers working at schools have been encouraged to provide pupils with opportunities for musical improvisation and explorations, and multiple composing projects in and out formal music education offer platforms for young people to make and share their own musical works. However, the concept of composing as well as questions related to the aims and methods of teaching composing in educational settings have varied over time. It is symptomatic that the word “composing” was included in the National Core Curriculum for Basic Education as late as in 2016, having so far been referred to as “musical inventions” and other euphemisms. This chapter provides an overview of recent discourse and practices related to composing and composing pedagogy in Finnish music education. The specific interest is in the role of music educators in enabling access for all kinds of students to musical meaning-making and cultural participation.
