For decades, the repertoire performed in Norway has been dominated by male composers from the Western world, a trend that is also reflected in the teaching materials used in higher music education. In recent years, there has been a growing desire—both nationally, within my institution, and personally—to highlight repertoire from a broader diversity of composers, particularly in terms of gender (Mittner, L., 2024). As an aural skills teacher, I have a unique opportunity to introduce students to unfamiliar music through the examples and exercises I use in my teaching. By incorporating works by underrepresented genders, I aim to amplify the voices of composers who deserve greater recognition and encourage future musicians to perform music from a more diverse range of creators.

This workshop seeks to share the outcomes of my efforts to diversify the repertoire used in aural skills education, with a particular focus on Norwegian female composers. Participants will gain insight into how inclusive repertoire can be integrated into teaching practices and how it can contribute to a more equitable musical landscape.

The workshop will feature a collection of exercises and teaching materials developed through my research and repertoire exploration. Participants will engage in interactive activities, including singing, movement, and improvisation, to familiarize themselves with music by Norwegian female composers. These activities will also demonstrate methods for developing harmonic understanding, audiation skills, rhythmic proficiency, and more. The session emphasizes hands-on participation.

By showcasing music from an underrepresented group, this workshop provides educators with practical tools to diversify their teaching repertoire. It also highlights the importance of representation in shaping the future of music education and performance. Participants will leave with concrete strategies to promote inclusivity and celebrate the contributions of female composers in their own teaching and professional contexts.