ABSTRACT
This chapter explores the compositions in music education and provokes thinking about the pedagogical aims and theoretical background to the learning process. The world of imagination and play that ‘composed music’ offers has the potential to be diminished and instrumentalised for learning purposes. The art, mystery and ambiguity that complex music presents can be lost in the teaching and learning process. Children or beginners have the potential to benefit and learn from what may be considered ‘complicated music’. This can be enabled by regarding the intangible elements of the music as playthings to connect with and add to. The art, mystery and ambiguity that complex music presents can be lost in the teaching and learning process. The music is in the centre, and the four approaches offer the following ways through which to dive in: the elements of music, group process, exploring emotions, thoughts and experiences and identifying the transferable skills to other areas of development.
