![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
Music technology classes designed to use the latest in music software to develop music compositional skills within high school students are becoming more prominent in K–12 education. The purpose of this case study was to describe the development of creativity in high school students through their participation in a music technology course at one Midwest high school. The central research question for the study was the following: How do music teachers and students describe the students’ development of creativity through their participation in a music technology course? Purposeful samplings of two teachers who were instructors of the course plus high school students (N = 10) enrolled in the class were surveyed and interviewed. A set of four themes illustrated the creative process of the music students using technology.
Keywords composition, creativity, curriculum, multi-media, music perceptions, technology
References
Section:
|
Amabile, T. M. (1983). The social psychology of creativity. New York, NY: Springer-Verlag. Google Scholar | Crossref | |
|
Assey, J. (1999, December). The future of technology in K-12 arts education. Paper presented at the Forum on Technology in Education: Envisioning the future, Washington, DC (ERIC Document Reproduction Service No. ED 452 847). Google Scholar | |
|
Balkin, A. (1990). What is creativity? What is it not? Music Educator’s Journal, 76, 29–32. Google Scholar | SAGE Journals | |
|
Bolton, J. (2008). Technologically mediated composition learning: Josh’s story. British Journal of Music Education, 25, 41–55. Google Scholar | Crossref | |
|
Clark, W. H. (1986). Some thoughts on creativity. Journal of Aesthetic Education, 20, 27–31. Google Scholar | Crossref | ISI | |
| Consortium of National Arts Education Associations . (1994). The National Standards for Arts Education. Reston, VA: MENC. Google Scholar | |
|
Creswell, J. W. (2007). Qualitative inquiry and research design (2nd ed.). Thousand Oaks, CA: Sage. Google Scholar | |
|
Demonline, K. (1999). Educational applications of Band-in-a-Box: As accompaniment, as creative tool, and as aid for teaching styles of music. Canadian Music Educator, 41, 29–30. Google Scholar | |
|
Elliott, D. J. (1989). The concept of creativity. In Richmond, J. W. (Ed.), The proceedings of the Suncoast Music Education Forum on Creativity (pp. 14–39). Tampa: University of South Florida. Google Scholar | |
|
Folkestad, G., Hargreaves, D. J., Lindstrom, B. (1998) Compositional strategies in computer-based music making. British Journal of Music Education, 15, 83–97. Google Scholar | Crossref | |
|
Freund, D. (2011). Guiding young composers. Philosophy of Music Education Review, 19, 67–79. Google Scholar | Crossref | |
|
Gall, M., Breeze, N. (2005). Music composition lessons: The multimodal affordances of technology. Educational Review, 57(4), 15–33. Google Scholar | Crossref | ISI | |
|
Gordon, E. E. (1989). Audiation, music learning theory, music aptitude, and creativity. Suncoast Music Education Forum on Creativity, 75–81. Google Scholar | |
|
Gordon, E. E. (1993). Learning sequences in music: Skill, content, and patterns. Chicago, IL: GIA. Google Scholar | |
|
Guilford, J. P. (1957). Creative ability in the arts. Psychological Review, 64, 110–118. Google Scholar | Crossref | Medline | ISI | |
|
Hickey, M., Webster, P. (2001). Creative thinking in music: Rather than focusing on training children to be creative, it might be better for music teachers to nurture children’s inherent ability to think creatively in music. Music Educators Journal, 88, 19–23. Google Scholar | SAGE Journals | |
|
Howell, S., Murphy, K. (1993). Proceedings, the 68th annual meeting: Meeting of region three-creative and critical thinking: Can music technology assist both? National Association of Schools of Music, 81, 103–112. Google Scholar | |
|
Johnson-Laird, P. N. (1987). Reasoning, imagining and creating. Bulletin of the Council for Research in Music Education, 95, 71–87. Google Scholar | |
|
Johnson, L., Levine, A., Smith, R., Stone, S. (2010). The 2010 horizon report. Austin, TX: New Media Consortium. Google Scholar | |
|
Ley, B. (2004). Using music technology. In Paterson, A., Ley, B. (Eds.), Ideas in—Music out: Using technology in music education (pp. 2–3). Matlock, England: National Association of Music Educators. Google Scholar | |
|
Lincoln, Y. S., Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage. Google Scholar | |
|
Mellor, L. (2008). Creativity, originality, identity: Investigating computer-based composition in the secondary school. Music Education Research, 10, 451–472. Google Scholar | Crossref | ISI | |
|
Morin, F. (2002). Finding the music “within”: An instructional model for composing with children. In Bartel, L. R. (Ed.), Creativity and music education (pp. 152–178). Toronto, Ontario, Canada: Britannia. Google Scholar | |
|
Oehrle, E. (1986). A method of evaluating the extent to which music education texts support creativity: An important aspect of contemporary music education. International Society for Music Education, 13, 169–178. Google Scholar | |
|
Perkins, D. N. (1981). The mind’s best work. Cambridge, MA: Harvard University Press. Google Scholar | |
|
Pike, J. (2000). Sampling music technology: Creativity and electro-acoustic composition. Music Teacher, 79, 35. Google Scholar | |
|
Reese, S. (2001). Tools for thinking in sound: Technology tools for composing and improvising are revolutionizing teaching methods that encourage creativity in sound among students of all ages. Music Educators Journal, 88, 42–46. Google Scholar | SAGE Journals | |
|
Richardson, C. P. (1983). Creativity research in music education: A review. Bulletin of the Council for Research in Music Education, 74, 1–21. Google Scholar | |
|
Rohwer, D. A. (1997). The challenges of teaching and assessing creative activities. Update: Applications of Research in Music Education, 15(2), 8–12. Google Scholar | SAGE Journals | |
|
Running, D. J. (2008). Creativity research in music education: A review (1980-2005). Update: Applications of Research in Music Education, 27(1), 41–48. Google Scholar | SAGE Journals | |
|
Seddon, F. A., O’Neill, S. A. (2001). An evaluation study of computer-based compositions by children with and without prior experience of formal instrumental music tuition. Psychology of Music, 29, 4–19. Google Scholar | SAGE Journals | |
|
Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage. Google Scholar | |
|
Torrance, P. E. (1974). Torrance tests of creative thinking. Bensenville, IL: Scholastic Testing Services. (Original work published 1966) Google Scholar | |
|
Wallas, G. (1926). The art of thought. New York, NY: Harcourt Brace. Google Scholar | |
|
Webster, P. R. (1990). Creativity as creative thinking. Music Educators Journal, 76(9), 22–28. Google Scholar | SAGE Journals | |
|
Weisberg, R. W. (1986). Creativity: Genius and other myths. New York, NY: Freeman. Google Scholar | |
| Yamaha . (2009). MIE-3 [Computer software]. Buena Park, CA. Google Scholar |
