From the idea to the final result: the process of pupils' musical creation
Composition is one of the musical activities most widely investigated in scholarly literature and its analysis is based on the studies of the creative process. There is little awareness about the music composition process and the creative experience of single pupils, since the creations of children are different to the creations of adults. In the article the results of the research that sets out to reveal the peculiarities of the creative process of pupils’ compositions are presented. Twenty inventories of the creative process of upper grade pupils’ compositions and fifteen inventories of lower grade pupils were analysed. The study results revealed that creation of pupils’ compositions can be defined as the process consisting of four stages: generation of an idea, research, testing and improvement of the first variant of the composition, presentation of the results of creation. Not all stages of the composition are equally important for lower and upper grade pupils. Different musical and life experiences influence both pupils’ creative processes and the quality of composition.
Texto Completo:PDF (English)
Balkin, A. (1990). What is creativity? What is it not? Music Educator’s Journal, 76, 29-32.
Barrett, M. (2003). Freedoms and Constraints: Constructing Musical World through the Dialogue of Composition. In M. Hickey, (Ed.), Why and How to Teach Music Composition: A New Horizon for Music Education (pp. 3-30). Reston, VA: MENC.
Byrne, C., MacDonald, R., & Carlton, L. (2003). Assessing creativity in musical compositions: Flow as an assessment tool. British Journal of Music Education, 20(3), 277-290.
Burnard, P. (2012). Musical Creativities in Practice. Oxford: Oxford University Press.
Clark, W. H. (1986). Some thoughts on creativity. Journal of Aesthetic Education, 20(4), 27-31.
Creswell, J. W. (1998). Qualitative Inquiry and Research Design: Choosing among Five Traditions. London: Sage.
Elliott, D. (1995). Music Matters. A new Philosophy of Music Education. Oxford: Oxford University Press.
Espeland, M. (2003). The African Drum: The Compositional Process as Discourse and Interaction in a School Context. In M. Hickey, (Ed.), Why and How to Teach Music Composition: A New Horizon for Music Education (pp. 167-192). Reston, VA: MENC.
Girdzijauskienė, R. (2004). Jaunesniojo mokyklinio amžiaus vaikų kūrybiškumo ugdymas muzikine veikla [Development of Creativity of Junior School Children through Musical Activity]. Klaipėda: KU leidykla.
Girdzijauskienė, R., & Penkauskienė, D. (2014). Characteristics of Favourable Environment for Development of Creative Thought at Lithuania’s Comprehensive School. European Journal of Educational Sciences, 1(1), 19-29.
Gordon, E. E. (1993). Learning sequences in music: Skill, content, and patterns. Chicago: GIA.
Guderian, L. (2012). Music Improvisation and Composition in the General Music Curriculum.
General Music Today, 25(3), 6-14.
Guilford, J. P. (1950). Creativity. American Psychologist, 5, 444-454.
Hickey, M. (2003). Creative Thinking in the Context of Music Composition. In M. Hickey, (Ed.), Why and How to Teach Music Composition: A New Horizon for Music Education (pp. 31-54). Reston, VA: MENC.
Hickey, M., & Webster, P. (2001). Creative thinking in music: Rather than focusing on training children to be creative, it might be better for music teachers to nurture children’s inherent ability to think creatively in music. Music Educators Journal, 88, 19-23.
Hopkins, M. (2015). Collaborative Composing in High School String Chamber Music Ensembles. Journal of Research in Music Education, 62(4), 405-424.
Kennedy, M. A. (2002). Listening to the music: Compositional processes of high school composers. Journal of Research in Music Education, 50, 94-110.
Menard, E. (2015). Music Composition in the High School Curriculum: A Multiple Case Study. Journal of Research in Music Education, 63(1), 114-136.
Moor, B. (2003). The Birth of Song: The Nature and Nurture of Composition. In M. Hickey, (Ed.), Why and How to Teach Music Composition: A New Horizon for Music Education (pp. 193-210). Reston, VA: MENC.
Morin, F. (2002). Finding the music “within”: An instructional model for composing with children. In L. R. Bartel, (Ed.), Creativity and music education (pp. 152-178). Toronto,
Ontario, Canada: Britannia.
Perkins, D. N. (1981). The mind’s best work. Cambridge, MA: Harvard University Press. Running, D. (2008). Creativity Research in Music Education A Review (1980–2005). Applications of Research in Music Education, 27(1), 41-48.
Sawyer, K. (2006). Explaining Creativity. The Science of Human Innovation. Oxford: Oxford University Press.
Schwandt, T. A. (1997). Qualitative Inquiry. London: Sage.
Silverman, D. (2001). Interpreting a Qualitative Data. Methods for Analysing Talk, Text and
Interaction. London: Sage.
Sloboda, J. (1985). The Musical Mind. Oxford: Clarendon Press.
Stauffer, S. L. (2002). Connections between the Musical and Life Experiences of Young Composers and Their Compositions. Journal of Research in Music Education, 50(4), 301-322.
Torrance, E. P. (1966). The Torrance Test of Creative Thinking: Norms–technical Manual. Lexington, MA: Personnel Press.
Wallas, G. (1926). The Art of Thought. New York: Harcourt, Brace.
Webster, P. (2002). Creative thinking in music. In T. Sullivan & L. Willingham, (Ed.), Creativity and music education (pp. 16-33). Canada: Britannia Printers and Canadian Music Educators‘ Association.
Webster, P. (2003). What do you Mean “Make My Music Different”? Encouraging Revision and Extension in Children’s Music Composition. In M. Hickey, (Ed.), Why and How to Teach Music Composition: A New Horizon for Music Education (pp. 53-68). Reston, VA: MENC.
Wiggins, J. (2003). A Frame for Understanding Children’s Compositional Processes. In
M. Hickey, (Ed.), Why and How to Teach Music Composition: A New Horizon for Music Education (pp. 141-166). Reston, VA: MENC.
Copyright (c) 2018 Music for and by children
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.