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In contrast to other arts subjects, music education focuses foremost on the re-production of music, rather than the production of their own pieces of art. This article is a theoretical study, in which the possibilities to regard children as composers are explored. Three research questions are inquired: 1. What is music composition? 2. To what extent does music composition require the mastery of music notation and creativity? and 3. What are the pedagogical implications of music composition as a regular classroom activity? It is concluded that an activity theory interpretation of music composition and creativity can provide a productive basis for the implementation of music education in elementary school classrooms. A three-step-model was described for engaging and assisting students in collaborative composition activity. The authors argue that, with the help of this model, every classroom teacher should be able to work with students on music composition. It offers classroom teachers tools to motivate, stimulate, and facilitate students in working on challenging assignments, which offer them insight in musical concepts and develop their musical skills.
Hogenes et al. (2014) studied this question.