Creating, performing, responding, and connecting are often central foci in the development of music education curricula. While these meta-organizers provide a sense of direction for planning instruction, greater depths of knowledge and skill could be achieved if these actions were viewed as means rather than ends in music education. The profession…

Building on an apposition of the theories of neurobiologist Antonio Damasio and music theorist Heinrich Schenker, we posit a new model for developing composition instruction based upon the organic connections between humans and music. Parallels are drawn between Damasio's theory of consciousness in which meaning arises from the relationships…

Observes that composition is seldom taught in music classes. Suggests that teachers cultivate student creativity and meet the National Standards for Music Education through composition activities with their beginning, intermediate, and advanced choirs. Presents activities that can be used at all three levels. (DSK)

Indicates the importance for music teachers to develop their students' musical thinking skills through listening and composition. Explains that, by focusing on convergent and divergent thinking, students will have the skills to compose and analyze music. Gives listening and compositional activities for teachers to use in their classrooms. (CMK)