ABSTRACT
Composition is a prominent component of music education in Nigerian tertiary institutions. While aspects of creative musical activities are conducted at the lower tiers of learning resulting from the new Cultural and Creative Arts curriculum, formal teaching of the subject component is prominent only at the tertiary level, where the curricula for institutions provide for professional specialization in it. This study presents the current teaching practice, methods, and new directions arising from the subject component, using selected institutions in southern Nigeria. Three major teaching approaches have been identified as generally applied by composition teachers. Historical, descriptive, and analytical methods are adopted for the discourse.
