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Abstract
This article investigates the multimodal affordances presented by music software and how it can provide new opportunities for students to engage with composition work in the classroom. It seeks to broaden the scope of current research into classroom composition using technology, through a study of students' environments and compositional processes as seen from these new perspectives. The authors suggest that there is a need to reconsider the scope of multimodal enquiry in the field of creative music.
Acknowledgements
This work is based on the work of the project ‘InterActive Education: Teaching and Learning in the Information Age’.Footnote4 This was a four year research and development project funded from December 2000 until August 2004 by the UK Economic and Social Research Council (ref: L139251060) as part of Phase II of the Teaching and Learning Research Programme (see http://www.tlrp.org). The project is directed by Rosamund Sutherland (University of Bristol) and co‐directed by Susan Robertson (University of Bristol) and Peter John (University of Plymouth). We would like to record our formal thanks to the music teachers who participated in the project: Natalie Butterworth and Jo Heppinstall, Colston's Primary School, Bristol; Sven Rees, Sir Bernard Lovell School, South Gloucestershire; Paul Taylor and Helena Brazier, Cotham School, Bristol.
Notes
1. The music subject team comprised three teachers from two primary schools, five teachers from three secondary schools and two teacher educators/researchers (Gall and Breeze). The team worked, over a period of two years, both together and in teacher/researcher pairs.
2. Multimodality is also explored in relation to the English classroom through research by the English team within the same project (Matthewman, Blight & Davies, 2004).
3. In SDI 3, the students had used Cubase VST before, but not within a multi‐media context.
4. See project website for further information: www.interactiveeducation.ac.uk