Comparing Students’ and Educators’ Perspectives on Composing Music in the Elementary Classroom

Siena Castañares, Oberlin College

Location

Science Center, A247

Document Type

Presentation

Start Date

4-25-2014 2:45 PM

End Date

4-25-2014 3:45 PM

Abstract

Composing music gives children a deeper understanding of themselves, better social and cognitive skills, and a sense of personal agency, according to dominant voices in music education research. Whether children who study music composition would agree is a question that researchers have only recently begun to ask. In this project, I use my work with students in local music programs to test the validity of prevailing pedagogical claims about the benefits of composition. By comparing my findings with previous ones, I hope to contribute to the burgeoning research into students’ perspectives on composition in the classroom.

Notes

Session II, Panel 11 - A Voice of One’s Own: Reflections on Writing, “Coming Out,” and Composing
Moderator: Jan Miyake, Conservatory Associate Dean and Associate Professor of Music Theory

Major

Musical Studies; Psychology

Advisor(s)

Joseph Lubben, Music theory
Travis Wilson, Psychology

Project Mentor(s)

Devin Burke, Musicology

April 2014

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Apr 25th, 2:45 PM Apr 25th, 3:45 PM

Comparing Students’ and Educators’ Perspectives on Composing Music in the Elementary Classroom

Science Center, A247

Composing music gives children a deeper understanding of themselves, better social and cognitive skills, and a sense of personal agency, according to dominant voices in music education research. Whether children who study music composition would agree is a question that researchers have only recently begun to ask. In this project, I use my work with students in local music programs to test the validity of prevailing pedagogical claims about the benefits of composition. By comparing my findings with previous ones, I hope to contribute to the burgeoning research into students’ perspectives on composition in the classroom.