ABSTRACT
This chapter interrogates discourses of composition pedagogy in higher education in Uganda by locating its centrality, functionality, and relevance to students’ artistic and creative endeavors. Perspectives are given on how Indigenous learning systems are incorporated in teaching and learning composition in Uganda. Five composition teachers and music educators from Makerere and Kyambogo Universities were interviewed. Findings show that composition in higher education is still Eurocentric and provides limited options for practicing composing in school settings. This chapter also advances the debate on decolonizing education and assesses how composing in schools and higher education can take cues from Indigenous music learning systems to promote the historical, social, and cultural values and understanding of Ugandan composition students. It is recommended that composition pedagogy in higher education should reflect teachers’ and students’ background training and musical experiences. Results are discussed in terms of implications for teacher education and curriculum reforms.
