A pilot study mapping students’ composing strategies: Implications for teaching computer-assisted composition

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

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.
Original languageEnglish
Pages (from-to)157-171
JournalResearch Studies in Music Education
Volume34
Issue number2
DOIs
Publication statusPublished - Dec 2012

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Teaching
student
music
creativity
Hong Kong
Computer-assisted Composition
Composing
interview
education
Music Technology
Reflective
Creativity

Citation

Chen, 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.

Keywords

  • Composing strategies
  • Computer-assisted composition
  • Creative process
  • Music composition
  • Music technology