Enhancing students' experiences in music composition through music notation software

Research output: Contribution to journalArticles

Abstract

A project was undertaken in a Hong Kong primary school to investigate the role of music notation software in leaching music composition. The project was divided into three stages. During the first stage, appropriate hardware equipment and software applications were installed in the school music room, and four teaching plans were developed on the models and strategies derived from findings in the local and international literature. During the second stage, these teaching plans were implemented in Grade One, Grade Three, Grade Five and Grade Six classes of the school. During the third stage, the effectiveness of these teaching activities was evaluated by comparing the experiences from the second stage to the corresponding findings from similar projects undertaken in other Hong Kong primary schools, as well as to findings from the international literature. The results demonstrated that tile visual and audio stimulation created by computer"based technology can motivate students to successfully engage in music composition. Moreover, computer-based technology provides an opportunity for students to compose music in an atonal idiom. However, a large number of students were unable to demonstrate the concept of structural design in their musical products, and one of the findings from this investigation was that teachers need to be more purposeful in their teaching by directing students to employ the technique of repetition of interesting musical fragments or phrases in order to achieve a sense of unity in their pieces. Copyright © 2006 Deakin University.
Original languageEnglish
Pages (from-to)1-16
JournalAustralian Online Journal for Arts Education
Volume2
Issue number3
Publication statusPublished - Oct 2006

Citation

Tang, P.-H. B. (2006). Enhancing students' experiences in music composition through music notation software. Australian Online Journal for Arts Education, 2(3), 1-16.

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