CHAPTER 2
                             REVIEW OF LITERATURE

                                   Introduction

      The review of literature begins with the philosophical foundations of the study

and a review of various philosophers' perspectives on the topic of composition.

Philosophies of music educators such as Bennett Reimer and David Elliot are

examined. A theoretical rationale is presented for the study, which includes theories on

teaching composition. Finally, this section closes with research studies on notation and

the use of color materials.

                              Philosophical Rationale

      When addressing the task of composing, music educators and philosophers find

it is a critical component of the music curriculum. According to Bennett Reimer,

"composition is a mode of musical study which can be most effective for clarifying how

music works and for giving the actual experience of bringing music to birth" (Reimer,

1970, p.118). Children of all ages can use the experience of composing to utilize

learned skills and cultivate notation skills. A healthy sense of personal musical

responsibility is also a benefit of the student composition process (Reimer, 1970).

Reimer explains that "children can become more musically responsive through music

making, which therefore constitutes an important element of general music education

(Reimer, 1970, p. 118).

      Musicing, as David Elliott explains, is the intentional action of making music

through performance. According to Elliott, music literacy and decoding of music notation

should be taught and learned through musicing and musical problem solving (Elliott,

1995, p. 61). Presenting students with musical challenges and opportunities for problem