‘Waiting for the Wow Factor’ – Perspectives on Computer Technology in Classroom Composing

Due to advancements, affordability and increased accessibility of technology, composing using computer technology has become prevalent in English secondary music classrooms. Despite this, there is still little research investigating the ‘educational practices’ (Savage, 2010) of technology resulting in teaching and learning approaches involving technology, often going ‘unquestioned’ in the GCSE music classroom (Savage 2012: 178). This paper explores how and why computer technology is being used for composing in upper secondary school music classrooms in England. Data were collected through a mixed methodology approach involving five case study schools and a survey of 112 classroom music teachers in England. Findings outline both positive and negative aspect of using computer technology to compose, such as how it was often perceived as a shortcut, however it can be argued that the computer software encourages a linear approach to composing, and the unrealistic MIDI sounds can be a demoralising factor for students’ creativity