ABSTRACT
This chapter draws on some of the main historical lines and ideological aspects of how composition has been a part of the subject of music in Norwegian primary and secondary schools from 1960 until today. Through different curricula, literature for music teachers and students of music education, and interviews with five experienced music teachers, the writers’ goal is to inform and discuss possibilities and challenges of the composition field in their country. They also want to find out about music teachers’ focus on composition in the classroom, how they teach, and how this relates to the intentions of the curricula, well-known literature, and trends.
