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With music technology becoming an increasingly central aspect of the music composition curriculum in England and Wales, Armstrong (St Mary's U. College, England) questions assumptions of automatic inclusivity promised by some of the promoters of the technologized classroom, observing that the uptake and use of technologies are shaped by gendered social relations and thus are bound up with issues of power, authority, and forms of control. Basing her analysis on an empirical study examining the compositional experiences of secondary school students, aged fifteen to eighteen, studying for the General Certificate of Secondary Education music examination or A level music, she examines types of interaction and discourse in the classroom, students' own perspectives on their compositional experiences and strategies, gendered aspects of the compositional process, and the gendered nature of teachers' musical interventions in student compositions. Annotation c2012 Book News, Inc., Portland, OR (booknews.com)
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Dr Victoria Armstrong, St Mary's University, Twickenham, UK
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