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ENQUIRE PROJECT DETAILS BY GENERAL PUBLIC |
| Project Details |
| Funding Scheme : | General Research Fund | ||||||||||||||||
| Project Number : | 18603716 | ||||||||||||||||
| Project Title(English) : | Music Composition Intelligence: an empirical study to observe compositional approaches and compositional thinking during the creative process of computer-assisted composition in secondary school | ||||||||||||||||
| Project Title(Chinese) : | 音樂作曲智能： 中學生在電腦輔助下的作曲方法與思維之研究 | ||||||||||||||||
| Principal Investigator(English) : | Dr Chen, Chi Wai | ||||||||||||||||
| Principal Investigator(Chinese) : | |||||||||||||||||
| Department : | Department of Cultural and Creative Arts | ||||||||||||||||
| Institution : | The Education University of Hong Kong | ||||||||||||||||
| E-mail Address : | cwchen@eduhk.hk | ||||||||||||||||
| Tel : | 29487547 | ||||||||||||||||
| Co - Investigator(s) : |
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| Panel : | Humanities, Social Sciences | ||||||||||||||||
| Subject Area : | Humanities and Arts | ||||||||||||||||
| Exercise Year : | 2016 / 17 | ||||||||||||||||
| Fund Approved : | 145,000 | ||||||||||||||||
| Project Status : | Completed | ||||||||||||||||
| Completion Date : | 31-3-2018 | ||||||||||||||||
| Project Objectives : |
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| Abstract as per original application (English/Chinese): |
In the ITE4 document (2014), the fourth strategy on information technology in education proposed a new ‘e-learning policy’ to unleash the learning power of students. In the field of music education, the use of ICT in music composition has been studied since 2000. From the framework of Webster's (2003) model of creative thinking, the connection between music composition and creativity has been established. In 2013, Webster claimed that musical intelligence that involves composition is intimately connected to the model of creative thinking in music. He suggests two reasons why compositional thinking by students is vitally important. One is to increase musical intelligence and the other is to increase the likelihood of creative achievement. The definition of music composition intelligence is that students have a natural capacity for thinking in sound for compositional purposes and this capacity is not just a talent for ‘gifted’ individuals but a natural part of what might be considered musical intelligence that is present to some extent in all.
However, no empirical study has been conducted to support music composition intelligence. To extend my doctoral study, the research objective is to examine how secondary students demonstrate their innate abilities in using computers to compose by observing their compositional approaches under the musical intelligence (MI) of Gardner’s framework (2006) and compositional thinking within Webster’s model of creative thinking (2003) in order to validate their compositional intelligence.
To further investigate the compositional intelligence in secondary students aged from 12 (F.1) to 15 (F.4) during their computer-assisted compositional process at a band one secondary school, this empirical research is a one-year study to capture their compositional process through collecting quantitative data (file analysis) and qualitative data (reflective journals, focus group interviews and video observations).
A songwriting project for F.1 students and a classical composition project for F.4 students will be taught. The ICT music curriculum will be framed into 12 weeks with a prescriptive task in the first semester and a free task in the second semester. Digital composition files and reflective journals are collected each week. During the digital file analysis, different compositional approaches in popular and classical music are observed. From the reflective journal, different stages of students’ compositional behaviours are mapped under the framework of Webster (2003).
Therefore, students’ compositional approaches and compositional thinking are revealed, from popular music to classical music, and open-end to closed-end tasks, in a proposed model of music composition intelligence. 研究計劃簡介 A) 闡述研究計劃的目的 1. 確認作曲智能的存在，該智能是革拿(Gardner) 所提出的音樂智能架構中的一環。 2. 透過觀察學生運用不同音樂智能 － 音高、節奏、音色及曲式，在電腦的輔助下創作的流行音樂和古典音樂，研究中學生不同的作曲方法。 3. 透過觀察學生的作曲思維如何體現韋伯斯特(Webster)於二零零年提出的四項創作重要階段：一) 預備；二）時間；三）實現；四）確定。 研究方法 A) 參與人數 - 六十位選擇ICT in music課堂的學生。 B) 說明工作及步驟 - 這是一個以個案形式進行的研究，數據將會透過四項渠道收集：雲端系統、學生自我紀錄、小組討論、錄影。 - 參與的時間： 每星期六十分鐘的課堂。 - 所需時間：一個學年 - 是次研究將為準老師和在職老師提供寶貴的資料，以便將來用ICT來編寫有關課程。 - 是次所搜集數據將有助全港所有中學，於將來發展學生作曲智能。 |
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| Realisation of objectives: | 1. The project was successfully implemented from 10/2016 to 6/2017 for data collection at Pui Ching Secondary school with F.3 and F.4 students to study the existence of 'compositional thinking' under the sub-intellignce - compositional intelligence of Gardner's framework. 2. The compositional approaches in student's works were observed and analyzed through the Folkstad's composing strategies. From the initial findings, it was found that there is strong correlation between student's cognitive thinking style and composing strategies. Three types of thinkers were classified as case studies as follows: 1. Creative-driven 2. Formula-driven 3. Critical-driven. 3. Compositional thinking was further defined and extended from Webster's (2003) model of creativity as 'personalized creative thinking' under the computer-mediated composition environment. This learner-thinking model can be adopted in the future for school music teachers to teach composition under a computer-mediated environment. | ||||||||||||||||
| Summary of objectives addressed: |
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| Research Outcome | |||||||||||||||||
| Major findings and research outcome: | Up to now, the PI has written 1 book chapter and 2 journal articles from this GRF project. One book chapter has been published and one article has been submitted for review in August 2018 and one is co-authored with another scholar in music psychology, Professor Susan O'Neill from Simon Fraser University, Canada is under preparation and will be submitted in April, 2019. The research finding was presented at the ISME Research Commission Seminar at Dubai in July, 2018. | ||||||||||||||||
| Potential for further development of the research and the proposed course of action: |
Potential for further development of this GRF project is to compare the level of students' engagement between classical music and popular music. Therefore, a co-authored article with Professor Susan O'Neill is under preparation to propose a "Hybrid composition Pedagogy' in computer-mediated environment. | ||||||||||||||||
| Layman's Summary of Completion Report: | The nature of this project is to confirm the existence of sub-intelligence - compositional intelligence under musical intelligence of Gardner’s framework. From analyzing student’s works by observing how students manage MI components – pitch, rhythm, timbre and form in both popular and classical music genres during the creative process of computer-assisted composition. The significance of this project is that three types of thinkers were classified as case studies as follows: 1. Creative-driven 2. Formula-driven 3.Critical-driven in both classical and popular music under computer-mediated environment. The value of the project is to further define Compositional thinking as 'personalized creative thinking'. This learner-thinking model can be adopted in the future for school music teachers to teach composition under a computer-mediated environment. | ||||||||||||||||
| Research Output | |||||||||||||||||
| Peer-reviewed journal publication(s) arising directly from this research project : (* denotes the corresponding author) |
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| Recognized international conference(s) in which paper(s) related to this research project was/were delivered : |
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| Other impact (e.g. award of patents or prizes, collaboration with other research institutions, technology transfer, etc.): |
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| SCREEN ID: SCRRM00542 |