How composition strategies influence melodic idea generation

IF 1.3 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Music Education Pub Date : 2024-05-27 DOI:10.1177/02557614241256675

Ashleigh Southam, Alistair Macaulay, Jamie Costley

{"title":"How composition strategies influence melodic idea generation","authors":"Ashleigh Southam, Alistair Macaulay, Jamie Costley","doi":"10.1177/02557614241256675","DOIUrl":null,"url":null,"abstract":"Previous research has shown that classroom activities in music composition, involve the use of composition strategies during the creative process. This implies that teaching composition strategies may be beneficial to improve compositions in regards to their craftsmanship and their originality. Practical guides on composing for experienced musicians suggest using composition strategies as a way to create variety and novelty. This study aimed to investigate how the use of composition strategies might influence melodic idea generation from the perspective of experienced musicians. Five participants were given two short composition activities. In the first activity, participants composed freely with or without using composition strategies. In the second activity, participants were to include a choice of five composition strategies that were provided. They were subsequently interviewed about their composition process, their experience of the activities and how they viewed the strategies in relation to generating ideas. Results showed that all the participants perceived the as being an external phenomena that sometimes encroached on their more subconscious approach to idea generation and selection. This result has implications for how to assist idea generation during creative musical activities. Instructional sequencing could benefit from including idea generation as a precursor to learning new information.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"60 1","pages":""},"PeriodicalIF":1.3000,"publicationDate":"2024-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Music Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/02557614241256675","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

Previous research has shown that classroom activities in music composition, involve the use of composition strategies during the creative process. This implies that teaching composition strategies may be beneficial to improve compositions in regards to their craftsmanship and their originality. Practical guides on composing for experienced musicians suggest using composition strategies as a way to create variety and novelty. This study aimed to investigate how the use of composition strategies might influence melodic idea generation from the perspective of experienced musicians. Five participants were given two short composition activities. In the first activity, participants composed freely with or without using composition strategies. In the second activity, participants were to include a choice of five composition strategies that were provided. They were subsequently interviewed about their composition process, their experience of the activities and how they viewed the strategies in relation to generating ideas. Results showed that all the participants perceived the as being an external phenomena that sometimes encroached on their more subconscious approach to idea generation and selection. This result has implications for how to assist idea generation during creative musical activities. Instructional sequencing could benefit from including idea generation as a precursor to learning new information.

查看原文本刊更多论文

作曲策略如何影响旋律创意的产生

以往的研究表明，音乐创作的课堂活动涉及在创作过程中使用作曲策略。这意味着，教授作曲策略可能有助于提高作曲的技艺和独创性。有经验的音乐家在作曲实践指南中建议使用作曲策略来创造多样性和新颖性。本研究旨在从经验丰富的音乐家的角度，探讨作曲策略的使用会如何影响旋律创意的产生。五名参与者参加了两个简短的作曲活动。在第一项活动中，参与者自由作曲，使用或不使用作曲策略。在第二个活动中，参与者要从提供的五种作曲策略中选择一种。随后对他们进行了访谈，了解他们的作文过程、活动体验以及他们如何看待作文策略与构思的关系。结果表明，所有参与者都认为，"构思 "是一种外部现象，有时会影响到他们潜意识中的构思和选择方法。这一结果对如何在创造性音乐活动中帮助创意的产生具有启示意义。将创意生成作为学习新信息的先导，可以使教学排序受益匪浅。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

International Journal of Music Education Multiple-

CiteScore

3.20

自引率

11.10%

发文量

期刊介绍： The International Journal of Music Education (IJME) is a peer-reviewed journal published by the International Society for Music Education (ISME) four times a year. Manuscripts published are scholarly works, representing empirical research in a variety of modalities. They enhance knowledge regarding the teaching and learning of music with a special interest toward an international constituency. Manuscripts report results of quantitative or qualitative research studies, summarize bodies or research, present theories, models, or philosophical positions, etc. Papers show relevance to advancing the practice of music teaching and learning at all age levels with issues of direct concern to the classroom or studio, in school and out, private and group instruction. All manuscripts should contain evidence of a scholarly approach and be situated within the current literature. Implications for learning and teaching of music should be clearly stated, relevant, contemporary, and of interest to an international readership.