University of Illinois Urbana-Champaign

Processes of musical composition facilitated by digital music equipment

Ladanyi, Kay Shuart

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https://hdl.handle.net/2142/20912

Description

Title
Processes of musical composition facilitated by digital music equipment
Author(s)
Ladanyi, Kay Shuart
Issue Date
1995
Doctoral Committee Chair(s)
Tozer, Steven E.
Department of Study
  • Music
  • Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
  • Music
  • Education, Music
  • Education, Secondary
  • Education, Technology of
  • Education, Curriculum and Instruction
Language
eng
Abstract
  • The aim of this study was to provide insight into the processes experienced by high school students who compose music with digital music equipment. Using a qualitative format, the study sought to achieve a better understanding of processes, patterns, structures, and outcomes which emerge during musical composition. Since musical composition is a personal experience, the study also looked for the musical relationships developed between the individual participants and their music.
  • Information in each case study narrative includes: (a) a personal history profile; (b) a description of the essential nature of the student's motivation for composition; (c) a description of the student's compositional process; (d) a description of the student's individual compositional style; (e) the identification of new elements that emerged in the compositional style of the student over the period of observation; (f) a description of individual personality traits while working in the lab; (g) a description of how the student responded to the technology; and finally, (h) a narrative of the student's experience during the final project.
  • Three key issues emerged from the analysis: (a) all of the students in the study did in fact complete musical compositions; (b) while the students appeared to illustrate three different types of compositional enterprise, the processes employed by all four greatly resembled those described by numerous professional composers; (c) opportunities for individualization facilitated by the equipment provided an ideal environment for intrinsic motivation which in turn permitted students to discover through immersion.
  • The phenomena described give reason to seriously reflect on several important issues: (a) the fact that many students seem to have creative potential; (b) the importance of helping students experience self-actualization through creativity; (c) the importance of being open to alternative means for effective learning; (d) the possibility of a changing role for music educators, one which entails more comprehensive training.
Type of Resource
text
Permalink
http://hdl.handle.net/2142/20912
Copyright and License Information
Copyright 1995 Ladanyi, Kay Shuart

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