Guiding Young Composers

Freund, Don

doi:10.2979/philmusieducrevi.19.1.67

Cited by 5 publications

(3 citation statements)

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“…It is sometimes forgotten that a machine cannot create on its own. Professor of Composition at Indiana University Don Freund warns that excessive trust in computer programs could cause a situation where the computer starts to dictate how music should be created (Freund 2011).…”

Section: Looper: Its History Usage and Meaningmentioning

confidence: 99%

Using Looper As An Alternative Teaching Tool In Traditional Music Improvisation

Jürjendal¹,

Steinbach²,

Kivestu³

2016

C-CRCS Volume v BOOK

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The aim of the present study was to gather different experiences of using looper as an alternative teaching tool in traditional music improvisation studies and to estimate its effectiveness and usefulness based on the experiences of traditional music students. The main problem of the research is posed as a question: How effective and useful is looper as an alternative teaching tool in traditional music improvisation studies? Data was gathered in two different ways. Observation diary was kept for action research where throughout study year looper was used in improvisation classes and remarks and observations were made. Additionally, half-structured interviews were conducted with the students. Data from observation diary and interviews was analyzed with qualitative content analysis methods. Based on the research, students were considering usage of looper useful, although there appeared a connection between students' previous technological knowledge and readiness to use looper as an alternative tool. On the other hand, students with more thorough knowledge about traditional music basics also tended to support the usage of looper in improvisation studies. Students preferred using looper more in individual lessons rather than group classes. Using looper as an alternative tool for teaching traditional music improvisation is effective if the source of the music is well known for the student and if the usage of looper is balanced. Looper also helps when working with arrangements and individual compositions.

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Section: Looper: Its History Usage and Meaningmentioning

confidence: 99%

Using Looper As An Alternative Teaching Tool In Traditional Music Improvisation

Jürjendal¹,

Steinbach²,

Kivestu³

2016

C-CRCS Volume v BOOK

View full text Add to dashboard Cite

show abstract

“…Donald Freund, a professor of music composition at Indiana University Bloomington, organizes the composition process into three stages: (1) defining the materials and limits, (2) exploring the possibilities, and (3) making choices and communicating the resulting music through some sort of notation. 7 The first step focuses the assignment by setting limits to the beginning tasks. Exploring the possibilities allows students to discover the creative process-capture an idea, examine it, and begin to develop it, all by predetermined, established criteria.…”

Section: Teacher Role Modelingmentioning

confidence: 99%

Composition and Recorders

Birnie¹

2014

Music Educators Journal

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Composition with students on the elementary level sparks imagination and creativity while engaging students in an experience that can demonstrate personal musical growth. Traditionally, music educators have not been taught how to compose music, let alone lead their students in composing experiences. As music educators take the beginning steps of guiding students to a well-modeled, successful composition experience, the process can yield great success for students. By combining elementary recorder instruction and the beginnings of written composition, students experience a new avenue for creativity and personal expression. This article provides a practical way in which music educators can incorporate composition into their classrooms. Students experience composition through independent and cooperative learning, performance, and assessment by both teacher and peers. The result is a positive, motivating experience that strengthens the experience of composition and performance.

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“…Specific guidance by the teachers as well as opportunities for exploration provided the most success. Freund (2011) suggested that the compositional process should be divided into three steps: (a) defining the materials and limits, (b) exploring the possibilities, and (c) making choices and communicating the resulting music through some sort of notation.…”

Section: Learning Activitiesmentioning

confidence: 99%

Developing Musical Creativity

Nielsen

2013

Update: Applications of Research in Music Education

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Music technology classes designed to use the latest in music software to develop music compositional skills within high school students are becoming more prominent in K-12 education. The purpose of this case study was to describe the development of creativity in high school students through their participation in a music technology course at one Midwest high school. The central research question for the study was the following: How do music teachers and students describe the students' development of creativity through their participation in a music technology course? Purposeful samplings of two teachers who were instructors of the course plus high school students (N = 10) enrolled in the class were surveyed and interviewed. A set of four themes illustrated the creative process of the music students using technology.

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Guiding Young Composers

Cited by 5 publications

References 0 publications

Using Looper As An Alternative Teaching Tool In Traditional Music Improvisation

Using Looper As An Alternative Teaching Tool In Traditional Music Improvisation

Composition and Recorders

Developing Musical Creativity

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