Collaborative Composing in High School String Chamber Music Ensembles

Autor/in	Hopkins, Michael T.
Titel	Collaborative Composing in High School String Chamber Music Ensembles
Quelle	In: Journal of Research in Music Education, 62 (2015) 4, S.405-424 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4294
DOI	10.1177/0022429414555135
Schlagwörter	Music Education; High Schools; Musical Composition; Music Activities; Predictor Variables; Group Dynamics; Cooperative Learning; Grouping (Instructional Purposes); Program Attitudes; Educational Quality; Musical Instruments; Pretests Posttests; Student Surveys; Interpersonal Communication; High School Students; Teaching Methods; Educational Practices; Educational Strategies; Learning Experience; Teamwork + Suchen Sie Ihr Suchwort? Musikerziehung; High school; Oberschule; Komponieren; Musikalische Aktion; Prädiktor; Gruppendynamik; Kooperatives Lernen; Grouping; Gruppenbildung; Quality of education; Bildungsqualität; Musikinstrument; Schülerbefragung; Interpersonale Kommunikation; High schools; Student; Students; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Lehrstrategie; Lernerfahrung
Abstract	The purpose of this study was to examine collaborative composing in high school string chamber music ensembles. Research questions included the following: (a) How do high school string instrumentalists in chamber music ensembles use verbal and musical forms of communication to collaboratively compose a piece of music? (b) How do selected variables (music performance and composing experience, quality of group collaboration, gender grouping, perceptions of the project) influence the process of composing collaboratively in a high school chamber music ensemble? and (c) What variables influence the quality of the resulting collaborative composition? High school string instrumentalists (N = 37) formed eight chamber music ensembles. Participants completed a presurvey regarding music performance and composing experiences, were videotaped while composing chamber music compositions, and completed a postsurvey regarding their project experiences. All groups spent a larger percentage of time engaged in task-directed musical communication than in verbal communication. Balance of collaboration had a strong relationship with composition quality. Mixed-gender groups had a stronger balance of collaboration than same-gender groups. Postsurvey data indicated that enjoyment of the project was found to have a strong relationship with composition quality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10