Abstract:

For the past several years, Viterbo University music theory courses have included music composition as a powerful tool for unlocking creative potential. The work began as a way to engage and motivate sophomore music theory students, but mushroomed into papers and original compositions that have been presented and performed at choir concerts, recitals, and conferences. Embedding composition into the theory curriculum had immediate benefits because it required application of the basic elements of music (rhythm, melody, harmony, texture/timbre, and form) in a creative and personal manner. Music composition developed both theoretical knowledge of the elements and gave the students an “insider’s view” into the world of the composer. The happy outcome was that they began making decisions regarding melodic shape, harmonic choices, and musicianship details (dynamics, articulation, tempo designations, etc.), not to mention discovering their old scores with fresh eyes.

Motivating university students to sustain a long-range project can be a daunting task, so it is necessary to give them projects that are intrinsically motivating and without right or wrong answers—projects based on meaningful experience. Past composition projects that have required meaningful reflection include Earthtones (2009), Peace by Piece (2010), Lifenotes (2011), CCECHS MATES (2013) and Rumi-nations (2014). Each of these projects had an inherent, values-based concept that was broad enough for students to make their own choices, while staying within the parameters of a common theme.

The sophomore composition project for 2015-2016, “Weaving Words and Music,” has broadened students’ understanding of global conflict by incorporating personal experiences of Palestinians living in Bethlehem. Music theory students read human stories of Palestinians caught in conflict from the Arab Educational Institute’s publication, “The Wall Museum, ” edited by Victoria Biggs. The students’ compositions were part of a Humanities Symposium presentation by Ms. Biggs, “Behind the Wall” – an experience that significantly impacted and deepened student learning.

Research and study of the wall around Bethlehem added perspective and depth to the VU university music theory project, “Weaving Words and Music”; the benefits and outcomes of this meaningful endeavor will be the focus of this virtual presentation and paper.

Keywords:

Music, Education, Composition, Pedagogy.