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A field investigation of the composing processes used by second-grade children creating original language and music pieces
| Title: | A field investigation of the composing processes used by second-grade children creating original language and music pieces |
| Author: | Levi, Raymond Glenn |
| Description: | This study attempted to identify, describe, and compare components of the composing process. The subjects were 6 second grade students who were given multiple opportunities to compose using both musical and written language sign systems. A working model of the "Composing Process" was developed to serve as a framework for analysis of data. This study was guided by a number of research questions: Given a working model of the composing process, can specific phases be identified through the observation of young composers at work? What specific behaviors characterize each phase? Are these behaviors similar for language and music composition? What different behaviors are specific to each sign system? The social nature of the creative process was acknowledged in the design of the study. The subjects were observed over a 7-week period while working in the context of their classroom. They wrote stories on topics of their own choosing and composed original musical compositions on Orff xylophones. No time limitations were set for completion of pieces. Student work on individual pieces extended over multiple composing sessions. Several data gathering techniques were used that are consistent with the design of naturalistic studies. All composin g sessions were videotaped and the researcher reviewed each tape using a flexible observation form. Subjects were interviewed following each session. The children were asked to describe accomplishments, problems encountered, and solution strategies used during the composing period while also indicating plans for their pieces. The manuscripts created by the subjects were also analyzed. Results of this exploratory study indicated that the phases of the composing process can be described in both the language and music domains. The model was refined to reflect the data. It describes five similar, recursive phases between which students moved while creating their pieces in both domains. These phases are exploration, focus, rehearsal, composing, and editing. Students consistently approached composition work purposely and responded reflectively to interview questions. Study results provided an initial attempt to describe composing behaviors and to make comparisons across disciplines. |
| Permanent Link: |
http://rave.ohiolink.edu/etdc/view?acc_num=case1055449150
http://hdl.handle.net/2374.OX/16088 |
| Date: | 1991 |
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