This article presents three in-depth case studies of a computer-assisted composition project in Hong Kong to understand how individual students from varied backgrounds encounter computer-assisted composition. Three higher-education students composed short pieces using music technology. Qualitative and quantitative data were collected digitally, through semi-structured interviews, and from students’ reflective journals. Comparative analyses of students’ composing activities revealed different approaches to composing, and a series of models that reflect the students’ varying composing approaches is presented. The findings should help to develop strategies that foster creativity when composing with music technology. Copyright © The Author(s) 2012.
CitationChen, J. C. W. (2012). A pilot study mapping students’ composing strategies: Implications for teaching computer-assisted composition. Research Studies in Music Education, 34(2), 157-171.
- Composing strategies
- Computer-assisted composition
- Creative process
- Music composition
- Music technology