Investigating how composing teaching and assessment in English secondary school classrooms reinforce myths about composers and their creative practices

Kirsty Devaney

doi:10.1017/S0265051722000134

Investigating how composing teaching and assessment in English secondary school classrooms reinforce myths about composers and their creative practices

Kirsty Devaney^*

^*Corresponding author for this work

University of Wolverhampton

Research output: Contribution to journal › Article › peer-review

13 Citations (SciVal)

Original language	English
Pages (from-to)	3-19
Number of pages	17
Journal	British Journal of Music Education
Volume	40
Issue number	1
DOIs	https://doi.org/10.1017/S0265051722000134
Publication status	Published (VoR) - 16 Mar 2023

Keywords

assessment
classroom
composing
creativity
myths

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10.1017/S0265051722000134

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Investigating how composing teaching and assessment in English secondary school classrooms reinforce myths about composers and their creative practices

Keywords

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