Children's Strategies for Solving Compositional Problems with Peers

Bibliographic Data

ID10201027
AuthorsJacqueline H Wiggins (Oakland University, Rochester, Michigan, corresponding author)
Year1994
Volume42
Issue3
Pages232-252
Publication date1994-10-01
Open AccessYes
TypeARTICLE
VenueJournal of Research in Music Education (JOURNAL)
Journal identifiersISSN: 0022-4294 • E-ISSN: 1945-0095
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.2307/3345702
OpenAlexW2111424824
LanguageEN
Citations received12
References cited13

This article reports some of the findings of a qualitative study of musical learning processes. The data were drawn from analysis of videotapes and audiotapes that shadowed the classroom experiences of two target students in a fifth-grade general music class over a period of 5 months. A portion of the curriculum in the study class involved small-group composition projects. Findings reported here characterize the group composition process in terms of the nature of the strategies the children used as they worked together with peers to solve those compositional problems. Children who were successful in completing class assignments used strategies that seemed to follow a pattern of moving from whole (initial planning) to part (development of motivic ideas) and back to whole (reassembling and practicing). The children's decisions seemed to stem from a holistic viewpoint, reflecting a preconceived vision of the final product from the outset. In contrast, there were very few instances of random exploration

Class (philosophy · Composition (language · Contrast (vision · Curriculum · Developmental psychology · Linguistics · Mathematics education · Pedagogy · Qualitative research · Social science · Sociology · Artificial Intelligence · Computer Science · Diverse Music Education Insights · Early Childhood Education and Development · Neuroscience and Music Perception · Psychology

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