Student perceptions of problem-solving in and through music in the senior primary classroom

This paper presents the findings of a research project that investigated the perceptions of five senior primary school students in Tasmania, Australia regarding a problem-solving task in music education. Much research has been undertaken regarding problem-solving in education and some has been undertaken about problem-solving in music education, however very few studies have sought to present the students' perspective of this approach, and it is this gap that this study sought to address. Data were collected through student learning journals, one focus group interview and individual interviews, and were analysed through the identification and exploration of emergent themes and the construction of matrices. Findings from this project suggest that the student participants found the problem-solving task to be an enjoyable experience and that they gained a strong sense of satisfaction from completing the task. Student participants also highlight the perceived benefits of an open-ended task with few clearly defined parameters. As a result of this project further research into the benefits derived from problem-solving tasks in music education is suggested.