Hostname: page-component-586b7cd67f-vdxz6 Total loading time: 0 Render date: 2024-11-21T10:24:50.107Z Has data issue: false hasContentIssue false
  • English
  • Français

Transdisciplinary dimensions in the composing activities of children: transfer of strategies and transformation of knowledge

Published online by Cambridge University Press:  12 January 2016

Johanna Maria Roels  and
Peter Van Petegem
Johanna Maria Roels
Affiliation:
University of Antwerp, Venusstraat 35, 2000 Antwerp, [email protected], [email protected]
Peter Van Petegem
Affiliation:
University of Antwerp, Venusstraat 35, 2000 Antwerp, [email protected], [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

Existing studies show the value of using visual expression as a means of teaching children to understand and create music. This study aspires to point out an additional valuable aspect, namely, the influence composing via visual expression – whereby children transform their own drawings – may have on children's subsequent compositional processes. This is an area which is, as yet, largely unexplored. The article will examine this within a context in which children compose individually at the keyboard. With the aid of some examples taken from actual teaching practice, the author shows how children – consciously or intuitively and in a more complex and sophisticated manner – transpose their playing strategies from ‘visual composing’ to a primarily musical context or a context incorporating new, non-musical references.

Type
Research Article
Information
British Journal of Music Education , Volume 33 , Issue 1 , March 2016 , pp. 81 - 99
Check for updates
Copyright
Copyright © Cambridge University Press 2016 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

APAGYI, M. (2006) Zongorálom. Kreatív zongoratanulás1 [Piano Dream. Creative Piano Playing]. Budapest: Hanga Kiadó.Google Scholar
BARRETT, M. (1997) Invented notations: a view of young children's musical thinking. Research Studies in Music Education, 8, 2–14.Google Scholar
BARRETT, M. (1998 a) Researching children's compositional processes and products: connections to music education practice? In Sundin, B., McPherson, G. E. and Folkestad, G. (Eds), Children Composing (pp. 10–34). Lund: Lund University.Google Scholar
BARRETT, M. (1998 b) Children composing: a view of aesthetic decision-making. In Sundin, B., McPherson, G. E. & Folkestad, G. (Eds), Children Composing (pp. 57–81). Sweden: Lund University.Google Scholar
BJØRKVOLD, J.-R. (1992) De Muzische Mens. Het kind en het lied – spelen in alle levensfasen [The Child and the Song]. Rotterdam: Ad Donker.Google Scholar
BOULEZ, P. (1989) Le pays fertile. Paul Klee [The Fertile Land]. Paris: Gallimard.Google Scholar
BURNARD, P. (1995) Task design and experience in composition. Research Studies in Music Education, 5, 32–46.Google Scholar
BURNARD, P. & YOUNKER, B. A. (2002) Mapping pathways: fostering creativity in composition. Music Education Research, 4, 245–261.Google Scholar
BURNARD, P. & YOUNKER, B. A. (2004) Problem-solving and creativity: insight from students’ individual composing pathways. International Journal of Music Education, 22, 59–76.Google Scholar
BURNARD, P., KELLY, E. & BIDDULPH, J. (2010) Mapping the creative journeying in practitioner research. In Khine, M. & Saleh, I. (Eds), Practitioner Research. Teachers’ Investigations in Classroom Teaching (pp. 1–15). New York, NY: Nova Science Publishers.Google Scholar
COOPER, B. (2009) Child Composers and their Works: A Historical Survey. Lanham, MD: Scarecrow Press.Google Scholar
DAVIDSON, L. & SCRIPP, L. (1988) Young children's musical representations: windows on music cognition. In Sloboda, J. A., (Eds), Generative Processes in Music: The Psychology of Performance, Improvisation, and Composition (pp. 195–230). Oxford: Clarendon.Google Scholar
DE BRA, A. (2007) Muzirama. 4123 piano-pedagogische boeken [Piano Teaching Books]. Brecht: De Bra.Google Scholar
FOLKESTAD, G. (1998) Music learning as cultural practice: as exemplified in computer-based creative music-making. In Sundin, B., McPherson, G. E. & Folkestad, G. (Eds), Children Composing (pp. 97–134). Lund: Lund University.Google Scholar
GLOVER, J. (2000) Children Composing 4–14. London: Routledge.Google Scholar
KRATUS, J. (1989) A time analysis of the compositional processes used by children ages 7–11. Journal of Research in Music Education, 37, 5–20.Google Scholar
KURTÁG, G. (1979) Játékok I zongorára. [Games]. Budapest: Editio Musica Budapest.Google Scholar
LANGER, S. K. (1953) Feeling and Form: A Theory of Art Developed from Philosophy in a New Key. New York: Scribners.Google Scholar
MAK, P. & JANSMA, M. (1995) Compositie en improvisatie [Composition and Improvisation]. In Evers, F., Jansma, M., Mak, P., & de Vries, B. (Eds), Muziekpsychologie [Music Psychology] (pp. 81–104). Assen: Van Gorcum.Google Scholar
MIRKOV-STES, M. (2012) Klavirska Kefalica [Piano Thoughts for Kids]. Subotica: Danilo Kis.Google Scholar
REYBROUCK, M. (2001) Over de relatie tussen muziek, wiskunde en beeld [About the Relationship between Music, Mathematics and Image]. Wiskunde & Onderwijs [Mathematics and Education], 27, 276–295.Google Scholar
REYBROUCK, M. (2002) Logico-mathematisch denken tussen abstractie en aanschouwelijkheid: het verband tussen wiskundig, plastisch en muzikaal denken. [Logical-mathematical thinking between abstraction and representation. The relationship between mathematical, plastic and musical thinking]. Wiskunde & Onderwijs [Mathematics and Education], 28, 126–146.Google Scholar
REYBROUCK, M. (2007) Met open oren. Onderzoekend luisteren naar muziek [With open ears. Exploring listening to music]. Cahiers van didactiek, 21. Mechelen: Plantyn.Google Scholar
REYBROUCK, M., VERSCHAFFEL, L. & LAUWERIER, S. (2009) Children's graphical notations as representational tools for musical sense-making in a music-listening task. British Journal of Music Education, 26, 189–211.Google Scholar
ROELS, J. M. (2002) Kinderen op vleugels [Children on Wings]. Antwerp: Metropolis Music Publishers.Google Scholar
ROELS, J. M. (forthcoming) Kinderen op vleugels 2. Analytisch Praktisch Werkboek [Children on Wings 2. Analytical Practical Workbook]. Antwerp: Metropolis Music Publishers.Google Scholar
ROELS, J. M. & VAN PETEGEM, P. (2014) The integration of visual expression in music education for children. British Journal of Music Education, 31, 297–317.CrossRefGoogle Scholar
RUITER, W. DE. (1993) Compositietechnieken in de twintigste eeuw [Compositional Techniques in the Twentieth Century]. Haarlem: De Toorts.Google Scholar
RUNZE, K. (1971) Zwei Hände – Zwölf Tasten Band 1. Ein Buch mit Bildern für kleine Klavierspieler [Two Hands-Twelve Keys]. Mainz: Schott Verlag.Google Scholar
SLOBODA, J. A. (1995) Talent, motivatie, oefening en succes [Talent, motivation, exercise and success]. In Evers, F., Jansma, M., Mak, P. & de Vries, B. (Eds), Muziekpsychologie [Music Psychology] (pp. 27–40). Assen: Van Gorcum.Google Scholar
SUNDIN, B. (1998) Musical creativity in the first six years: a research project in retrospect. In Sundin, B., McPherson, G. E. & Folkestad, G. (Eds), Children Composing (pp. 35–56). Lund: Lund University.Google Scholar
SUNDIN, B., MCPHERSON, G. E. & FOLKESTAD, G. (1998) Children Composing. Lund: Lund University.Google Scholar
SWANWICK, K. & TILLMAN, J. (1986) The sequence of musical development: a study of children's composition. British Journal of Music Education, 3, 305–339.Google Scholar
VAN MANEN, M. (1990) Researching Lived Experience: Human Science for an Action Sensitive Pedagogy. London, Ontario: Althouse.Google Scholar
WEBSTER, P. R. (2002) Computer-based technology and music teaching and learning. In Colwell, R. & Richardson, C. (Eds), The New Handbook of Research on Music Teaching and Learning (pp. 416–439). Oxford: Oxford University Press.Google Scholar
WINTERS, M. (2012) The challenges of teaching composing. British Journal of Music Education, 29, 19–24.Google Scholar

Roels and Van Petegem supplementary material

Audio File

Download Roels and Van Petegem supplementary material(Audio)
Audio 2.4 MB

Roels and Van Petegem supplementary material

Video 1

Download Roels and Van Petegem supplementary material(Video)
Video 1.4 MB

Roels and Van Petegem supplementary material

Video 2

Download Roels and Van Petegem supplementary material(Video)
Video 10.3 MB

Roels and Van Petegem supplementary material

Video 3

Download Roels and Van Petegem supplementary material(Video)
Video 6 MB