This comparison case-study examines the compositional processes of a high school and a collegiate composer engaged in a similar task. Procedures included interviews with the composers, observations, and the collection of compositional sketches and ‘audio-journals’. Analysis involved the preparation of field-notes and interview transcripts, document analysis and study of the field note/interview text. Two professional composers and the researcher analysed the compositions to locate similarities and differences.

Important similarities were the use of an exploratory phase at the piano and the acknowledgement of both inspiration and revision as components of the composition process. Differences were found in the uses of time and structure.