Build MyTune: Children's Reflective Practice during Music Creativity Processes

Autor/in	Hsu, Chia-Pao
Titel	Build MyTune: Children's Reflective Practice during Music Creativity Processes
Quelle	(2015), (220 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Northern Illinois University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3394-5560-0
Schlagwörter	Hochschulschrift; Dissertation; Children; Music Education; Music Activities; Reflection; Creativity; Sharing Behavior; Qualitative Research; Instructional Design; Computer Assisted Instruction; Educational Technology; Cooperative Learning; Learning Strategies; Novelty (Stimulus Dimension); Cognitive Development; Interviews + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Child; Kind; Kinder; Musikerziehung; Musikalische Aktion; Kreativität; Qualitative Forschung; Lesson concept; Lessonplan; Unterrichtsentwurf; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Kooperatives Lernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Kognitive Entwicklung; Interviewing; Interviewtechnik
Abstract	The current study examined how components of reflective practice interplay with children's music-making and sharing processes. This study employed a qualitative approach with 11 children who played classroom instruments and researcher-designed computer programs ("Build MyTune I" and "Build MyTune II") while attending music classes. Information pertaining to the participants' music creativity processes and products, peer interactions, visual representations of their music/works (i.e., drawing artifacts), and interview responses about their thoughts and processes were collected and analyzed. The themes associated with the children's creativity and knowledge sharing processes were merged into four stages: Stage I: making sense of tools, Stage II: developing strategies and approaching goals, Stage III: completing works, and Stage IV: sharing knowledge. The findings show that reflective practice (knowing-in-action, reflection-on-action, reflection-in-action and on-the-spot-experiment) was interwoven with the studied children's creativity processes, while the occurrence of novelty and reflective practice varied across individuals and situations. Implications for IT/learning and future research directions (e.g., media, cognitive development, domain knowledge skills, coaching, social interaction, changes as external stimuli, and intention/motivation) were discussed with respect to the factors that played an important role in the studied children's creativity and reflective practice models. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01