Hyperscore: A Case Study in Computer Mediated Music Composition

Abstract

This paper is an in-depth case study of a child engaged in music composition using novel music composition software. It examines the child's and the teacher's behaviour, process and strategies while using the software. It seeks to explore how the software enables the child to engage in certain musical processes commonly associated with adult or professional composers and notes which features of the interface seem particularly useful in this regard. It outlines certain teaching strategies that seem to have been effective in this technology mediated musiclearning context. Finally, it briefly points to the effectiveness of digital video technology in tandem with graphical computer interfaces as a medium for the examination of children's creative process in music composition.

Teaching, learning and new technology: a review for teachers

“…Similar accounts, but not so many, have been provided of changes in music education (eg, see Gall & Breeze, 2005;Jennings, 2005;Reynolds, 2005). Here, for example, advanced software has been used to remove the barriers of learning to write musical scores.…”

The Role of Music in the Design Process with Children

“…There are several kinds of music software, in most cases educational software, discussed, aimed at e.g. for composing [6], [24], for making music [16] for having fun [40] for playing [1], [6], [39], [40], [45], for moving [2], ]22], [46], for interactive communicating [1], [2], [7], [27], [46], for exercising and learning [16], [35] or for performing [45]. There are also several media systems, where music is a big part of the technological entity.…”

Technology and Computers in Music and Music Education

“…Jennings [36] presented one ten year old child's work that was composed with the specially designed children's compositional software, Hyperscore. He represents the child's work as screenshots from the software.…”

“…These screenshots show 'blobs' of sound that are placed along a ruler, these 'blobs' can be arranged vertically and horizontally. Interestingly, Jennings's subsequent examples are those of compositions made after teacher intervention "designed to encourage Kevin (student's name) to move beyond the superficial exploration of the interface and reframe the task in a musical context" [36]. These examples show perfectly lined up regular four bar patterns.…”