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Provoking the muse: as case study of teaching and learning in music composition

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Barrett, MS and Gromko, JE (2007) Provoking the muse: as case study of teaching and learning in music composition. Psychology of Music, 35 (2). pp. 213-230. ISSN 0305-7356

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Abstract

This article reports the findings of a research project that
investigated the nature of the teaching and learning process in music
composition. Over the period of one semester, the formal interactions in one-onone
study sessions between an eminent composer-teacher and an experienced
graduate student-composer were videotaped. Following the generation of video
data, separate interviews were conducted with the composer-teacher and the
student-composer in order to probe each of these participants’ perceptions of the
nature of the teaching and learning process in which they were engaged.
Analyses of observational and interview data were framed within a social
constructivist perspective and drew on notions of the zone of proximal
development, a problem-finding attitude and creative collaboration. The teaching
and learning process in musical composition in this study emphasized problem
finding and problem solving by composer-teacher and student-composer within
a social relationship characterized by reciprocity and collaborative dialogue in
which possible solutions were discussed, negotiated and trialed.

Item Type: Article
Journal or Publication Title: Psychology of Music
Publisher: SAGE Publications
Page Range: pp. 213-230
ISSN: 0305-7356
Identification Number - DOI: 10.1177⁄0305735607070305
Date Deposited: 07 Apr 2008 14:37
Last Modified: 18 Nov 2014 03:35
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