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The complex interplay of composing, ...

Nelson, Sandra L.

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The complex interplay of composing, developing musicianship and technology: A multiple case study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The complex interplay of composing, developing musicianship and technology: A multiple case study./
作者:	Nelson, Sandra L.
面頁冊數:	378 p.
附註:	Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 0923.
Contained By:	Dissertation Abstracts International68-03A.
標題:	Education, Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3256395

The complex interplay of composing, developing musicianship and technology: A multiple case study.
Nelson, Sandra L.

The complex interplay of composing, developing musicianship and technology: A multiple case study. - 378 p.

Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 0923.

Thesis (Ph.D.)--University of Colorado at Boulder, 2007.

The purpose of this case study was to describe elementary children's composing, developing musicianship and use of technology. Over a period of three months during ten two-hour class periods, six children composed at an electronic keyboard and used MIDI sequencing software connected to an electronic keyboard. Classes included an introductory instructional period; rotation through three learning stations; and a final segment for sharing compositions and further group composition tasks. The project took place at a community music center. Two children were selected as focus composers using a maximum variation selection strategy. Data included transcriptions of audio tapes, transcriptions of compositions from MIDI files, composing journals, video tapes of students working at the MIDI station, interviews and student and parent questionnaires. An iterative process of analysis included triangulation among the various forms of data, peer debriefing and negative case analysis.Subjects--Topical Terms:

1017808
Education, Music.

The complex interplay of composing, developing musicianship and technology: A multiple case study.
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245 1 4 $a The complex interplay of composing, developing musicianship and technology: A multiple case study.
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500 $a Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 0923.
500 $a Adviser: Margaret Berg.
502 $a Thesis (Ph.D.)--University of Colorado at Boulder, 2007.
520 $a The purpose of this case study was to describe elementary children's composing, developing musicianship and use of technology. Over a period of three months during ten two-hour class periods, six children composed at an electronic keyboard and used MIDI sequencing software connected to an electronic keyboard. Classes included an introductory instructional period; rotation through three learning stations; and a final segment for sharing compositions and further group composition tasks. The project took place at a community music center. Two children were selected as focus composers using a maximum variation selection strategy. Data included transcriptions of audio tapes, transcriptions of compositions from MIDI files, composing journals, video tapes of students working at the MIDI station, interviews and student and parent questionnaires. An iterative process of analysis included triangulation among the various forms of data, peer debriefing and negative case analysis.
520 $a Six of the nine music standards and a variety of musical elements were used to create participants' compositions, thus developing or reflecting musical knowledge and skills. The children utilized the keyboard to explore, discover, and develop creative ideas. The sequencing software was used to record, listen to, manipulate and further develop their musical ideas. Frequently, timbre and volume were manipulated.
520 $a In contrast to other research, participants used a recursive rather than a linear process to compose. Revision was incorporated by one child, while trial and error was characteristic of the other child. Vertical and horizontal approaches were also used and compositional titles had personal significance. Creative thinking was evident in divergent exploration, convergent development, transformation, elaboration, and keyboard playing that was fluid and fluent. After creating a new song, a process of "living with" the composition in new permutations was evident.
520 $a A multidimensional, nonlinear model of the participants' composing was developed to illustrate the interconnection between musical decision-making, creative thinking, composing processes, developing musicianship, and technology. Implications include providing opportunities, time, and kinesthetic experiences; respecting personal perspectives; and allowing non-notated composition.
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