Songwriting in music education, defined as the creation of original songs, represents a practice that draws upon the creative methodologies employed by popular music artists. This practice fosters opportunities for democratic, experiential, and participatory learning environments, wherein children assume the role of creators within a nurturing and supportive framework (Allsup, 2003; Wright & Kanellopoulos, 2010). Research activities underscore its pedagogical significance, as songwriting nurtures creative thinking and enhances students' overall well-being. Moreover, the process of composing original songs contributes to the cultivation of 21st-century skills – including collaboration, autonomy, and social interaction – within an experiential learning context (Pérez-Núñez et al., 2024). As a vehicle for cultural integration and artistic expression, songwriting links musical creation and expression with students’ identities (Burnard & Dragovic, 2015).

The purpose of this study is to examine the experiences and attitudes of primary school students in grades four through six who participated in songwriting activities within a music club at a public experimental school in Attica. This research emphasizes the impact of songwriting practices on the development of musical skills, the enhancement of creativity and collaboration, as well as the psychosocial well-being of children. Concurrently, it underscores specific challenges associated with the diversity of students' musical backgrounds, their initial shyness and anxiety regarding self-exposure, and the limited material and technical resources available within the school environment. The teaching intervention extended over a period of 15 weeks and involved 20 children possessing varying levels of musical experience.

In the process of data collection, a range of methodological tools was utilized, including observations, semi-structured interviews conducted with students, informal discussions both within and outside the classroom, and portfolios containing various musical artifacts such as songs, lyrics, and recordings. The analysis of the data highlighted the pedagogical significance of integrating songwriting strategies into the educational framework, particularly in fostering self-confidence and autonomy, enhancing both vocal and instrumental musical skills, while also promoting creative thinking, collaboration, and social interaction. More broadly, the findings highlight the additional value and numerous benefits of employing songwriting as a musical educational strategy, extending beyond musical creation to foster a comprehensive and holistic approach to musical experiences, ultimately enhancing students' overall well-being.

• Meaningful musical experiences

Dorothea Michail is a music educator and a graduate of the Department of Music Studies (DMS) at Aristotle University of Thessaloniki, specializing in Musicology/ Music Pedagogy. She is a diploma holder in classical singing and a piano graduate. Currently, she is pursuing her Master's degree in the program "Music Education in Formal and Non-Formal Contexts" at the DMS of the National and Kapodistrian University of Athens. Since 2020, she has been working as a music teacher in primary and secondary schools. At the same time, she maintains an active artistic presence as a member of polyphonic ensembles and through personal music projects. 

Dr. Yannis Mygdanis is a music educator, composer, music education software designer, and postdoctoral researcher at the National and Kapodistrian University of Athens (NKUA). He serves as an adjunct lecturer in the Department of Music Studies at NKUA and teaches in the postgraduate program “Music education in formal and informal settings” at the same university. Additionally, he works as a music educator at the elementary school of Pierce – The American College of Greece. He has presented research at more than 45 international conferences on music, education, and technology and has published over 45 articles in chapters, peer-reviewed journals, and conference proceedings.