Some features of children's composing in a computer-based environment: the influence of age, task familiarity and formal instrumental music instruction

Hewitt, Allan

doi:10.1386/jmte.2.1.5/1

Cited by 6 publications

(2 citation statements)

References 32 publications

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“…Both were keen to make up their own tunes, although relatively reluctant at first, and both were enthusiastic with the “ideas” provided by the MI system for use in their “own” music. Indeed, literature on formal instrumental music tuition and its effects on creative music-making suggests that research participants with experience of prior formal instrumental music tuition show fewer exploratory strategies than do participants with little or no formal music tuition (Folkestad, Hargreaves & Lindstrom, 1998; Hewitt, 2009; Scripp, Meyaard & Richardson, 1988). The other pair of children (Kevin and Konstantina) as able pianists should have been more than able to interact with the MI system, yet they both found it initially difficult to move beyond their known repertoire.…”

Section: Discussionmentioning

confidence: 99%

Young pianists exploring improvisation using interactive music technology

Rowe

Triantafyllaki

Anagnostopoulou

2014

International Journal of Music Education

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The use of music technology in the enhancement of young pianists’ musical improvisations has been scarcely explored in instrumental music teaching and learning research. In the present study, 19 piano pupils aged 6–10 from the UK and Greece used an interactive improvisation system called Musical Interaction Relying On Reflexion (MIROR)-Impro for six weeks in order to enhance their improvisational skills. This system engages pupils in a musical dialogue, answering in the same style as the pupil’s input, creating a reflection of the user’s own musical ideas. Children participating in the study were drawn from a notation-based and classical piano education background, and had various levels of piano expertise. Four case studies are presented here in detail. Results indicate that the system enhances young pianists’ capability musically to explore and improvise, and several further questions are raised regarding the possible ways the system can be used in practice in the piano lesson.

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Section: Discussionmentioning

confidence: 99%

Young pianists exploring improvisation using interactive music technology

Rowe

Triantafyllaki

Anagnostopoulou

2014

International Journal of Music Education

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“…Many research articles expound on the use of music technology in education (Berk 2008;Hewitt 2009;Johnston and Edmonds 2004). The practical application of various music technologies has advanced immeasurably with recent progress in technical developments of software and hardware.…”

Section: Introductionmentioning

confidence: 99%

Using music software in the compositional process: A case study of electronic music composition

Nevels

2013

Journal of Music, Technology &Amp; Education

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Using music software in the compositional process: a case study of electronic music composition abstract This study explores the compositional process of writing a song, using arranging, multitrack recording, amplifier modelling software and the student experiences of music composition in a non-conventional classroom. This case study centred on one student's experiences with composition and music software. The student was 15 years old and studied guitar for four years. He received music theory instruction and composition lessons with the goal of increasing musical knowledge throughout the process. The application of the techniques acquired during weekly lessons were implemented by the student in the creation of the composition. The student was restricted from the use of commercial tracks or loops but to focus on the student's creative product. The music teacher facilitated the student throughout the project offering guidance and suggestions. The student was allowed to compose freely without regard to the finished product by the teacher. The assignment of the composition project was to create an instrumental pop song. The student and the teacher reviewed the composition, discussed the various aspects of its design, and explored the construction of the finished product. The study concluded with the construction of a professionally recorded song with the use of quality sampled instruments from different music software programs. Recording the final song completed the student's assignment.

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