ABSTRACT
This chapter explores the role of software used to composition in music education in two different musical domains, described as interval-based and sound-based music, respectively. Affordances and constraints of digital composition tools and how these relate to models of creative processes are examined. Three questions frame the investigation: How do perspectives on creativity and learning in music education differ in relation to interval-based (pop) and sound-based (electroacoustic) music? What are the affordances and constraints of digital tools when teaching composition in the different musical domains? How may principles for supporting creativity and learning be applied in teaching and assessment in sound-based music education? To exemplify the latter, we draw on data collected from a Norwegian composition workshop in sound-based music.
