ABSTRACT
Music composition in K–12 schools in the US has slowly evolved since the first explicit call for composition in the 1994 National Standards. In this chapter, the authors provide a historical perspective of this evolution in elementary and middle school settings in the US over the last 25 years. Anecdotes of composition activities and teacher perspective will be woven throughout the historical timeline. The authors conclude by summarizing research related to composition in the schools in the US and provide suggestions for future change.
