Creativity, originality, identity: investigating computer-based composition in the secondary school

Abstract

This article investigates computer-based music composition using the CD Rom Dance eJay with pupils from a secondary school setting (13–15 years). Three issues are explored: the extent to which participants adopted different strategies during the composition process, how the strategies differed with respect to prior experience of formal instrumental music tuition and how the process data showed evidence of creative thinking skills in music. The design triangulates three sources of data comprising critical incident charting, onscreen manipulations and retrospective verbal protocols. The research suggests that whilst only one vertical composing strategy was used by all participants, creativity occurred within all the composing responses regardless of the participants’ backgrounds and their prior experience of formal instrumental music tuition. The study also reveals the young people's own voices which contribute an understanding of how they constructed perceptions of their own creativity, originality and musical identity in the process of learning through music technology.

Keywords:

• composition
• music technology
• creative thinking skills

Acknowledgements

York St. John University, Faculty of Arts. Molly Newton: ex-head of music, Lowfield School, York, North Yorkshire. Andy Devine: research assistant, York St. John University.