Teaching with Technology

 This study investigated children’s processes of composing short melodies using a software application.  The investigation focused on the relationship between three background variables as related to the behaviors of children as they composed the melodies.  These variables included age, task familiarity, and formal instrumental music tuition.  Results showed age and formal instrumental tuition to have the most effect on children’s behavior.  Older students (ages 9-10) demonstrated a higher level of speed and efficiency in using the software application, which made it easier for them to create more significant melodies.  Similarly, students engaged in formal instrumental music tuition had more tools and ideas for creating more interesting and elaborate melodies. 

 The investigation explored the various software functions the student’s used as they composed.  Three areas were explored:  (1) use of discrete functions; (2) use of process functions; and, (3) use of evaluative functions.  The use of discrete functions relayed information about how students put together melodic sequences.  Seven separate elements were accounted for in this process, including:  (1) relative frequency of the ‘Add note’ function; (2) relative frequency of the ‘Delete note’ function; (3) hear note; (4) try note in melody; (5) play melody; (6) reject melody; and, (7) delete melody.  The use of these functions was translated into an analysis of the efficiency in creating a composition and the flexibility and creativity used in the student’s thought process.  The frequency of the functions demonstrated a range from more systematic composing to more free-hand composing. 

 The use of process functions provided information about how student’s interacted with their melody and built it beyond a series of seemingly unrelated notes.  At this stage, students made more specific decisions about the shape and progression of their melodies.  The use of evaluative functions provided insight into how students responded once they heard their final products.  This analysis provided information about student’s critical skills, which was linked to the level and extent of formal instrumental music tuition. 

 While this article makes connections within the creative process, it does not link those connections to the creative product.  It would have been interesting to analyze the musical quality or melodic significance of the final composition as compared with the functions the students used and the behaviors they demonstrated throughout the creative process.  This insight might be useful in tailoring similar software applications to the various dimensions of thinking, which include creative, practical, and critical thinking skills. 

 Hewitt, A. (2009).  Some features of children’s composing in a computer-based environment: the influence of age, task familiarity and formal instrumental music instruction.  Journal of Music, Technology, and Education.  (2)1, p. 5-24.  doi: 10.1386/jmte.2.1.5/1.