ABSTRACT
Women composers as well as composers of color are marginalized in the Western classical canon, which dominates concert programs as well as school music books. The interlude describes existing inequalities. Further, it shows how these inequalities were reproduced, e.g., showing how students get access to composing experience, to possibilities to expand it, and to its preconditions like expensive instrumental lessons. Further, it shows ways to change the state of the art. The importance of diverse role models in the music classroom is discussed as well as the reflection of own practices of doing difference to change the narrative.
