Since the late nineties, composition projects inviting artists and contemporary composers into schools and communities became more established and written about in German speaking countries (see for instance Henze, 1998; Schneider, Bösze & Stangl, 2000; Schneider, 2000; Schatt, 2009; Schlothfeldt, 2009; Schneider, 2012). Additionally, music education researchers have provided theoretical and didactical analysis of contemporary music teaching and learning in schools (Winkler, 2002; Weber, 2003). In this qualitative study, expert interviews were analysed using Grounded Theory Methodology to investigate structures and processes of current practises in collaborative composition projects. Apart from illustrating the seven structural factors and three main project sections that emerged, the article also discusses the main category fostering creative processes.
