Interactive systems for music composition: a new paradigm in music education

ABSTRACT

The realities of modern music education have forced many educators and learners to look for new solutions to ensure a high-quality learning process. One of them is creating and integrating interactive music composition systems. This study aims to assess the impact of Lumanote, as an interactive music composition system, on piano students’ skill level and motivation for making their own pieces of music. For this, an experiment research with a control group was carried out, with observation, comparison and evaluation as the underlying research methods. The study involved 74 piano students from three universities: Shihezi University, Abai Kazakh National Pedagogical University, and Guizhou Minzu University. The study found that pianists who used Lumanote had a considerably higher level of motivation (2.853) compared to learned who constructed melodies without the help of the software (2.427). Regarding the skill level, a significant difference was present only between the groups’ total means (Z = −2.53; p = .031). The results of this work may be useful to those engaged in the music education industry. According to the empirical data, a new interactive music system can support music composition whenever there are barriers to effective learning. Future research can focus on developing and evaluating the alternative interactive music systems.

KEYWORDS:

• Effectiveness of music learning
• interactive music composition systems
• Lumanote
• motivation
• music education
• piano skills

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability

Data will be available on request.

Additional information

Funding

This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.