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A qualitative case study of the processes and attitudes of primary school students engaged in soundscape composition
Author
Soh, Fang Ying
Supervisor
Lum, Chee Hoo
Abstract
This paper presents a qualitative case study of the processes and attitudes of 8 Primary 5 students engaged in a soundscape composition programme in a Singapore Primary School over a span of 9 weeks. This programme is designed, implemented and conducted by their music teacher, who is also the researcher in this paper.
The purpose of the study is to examine the processes involved and the attitudes of students when engaged in soundscape composition so as to enable the music teachers to formulate and develop suitable pedagogical approaches and resources for teaching music composition with the aid of technology in the future. Data collection and analysis include audio and video recordings, screen shots of the teacher’s and students’ soundscape composition product, pre- and post-programme questionnaires, weekly journals and informal interviews.
Findings from the study indicated that the processes involved in soundscape composition are similar to the creative processes involved in music composition. In addition, findings also revealed four main aspects influencing the students’ change of attitudes over the course of engaging in soundscape composition. They are the ability to operate the technological tools, the ability to handle the varied complexity of the recording and composition tasks, the extent of personal creative input and the amount of support received from both teacher and peers. A Soundscape Community that supports the development of soundscape composition and related soundscape studies are proposed at the end.
The purpose of the study is to examine the processes involved and the attitudes of students when engaged in soundscape composition so as to enable the music teachers to formulate and develop suitable pedagogical approaches and resources for teaching music composition with the aid of technology in the future. Data collection and analysis include audio and video recordings, screen shots of the teacher’s and students’ soundscape composition product, pre- and post-programme questionnaires, weekly journals and informal interviews.
Findings from the study indicated that the processes involved in soundscape composition are similar to the creative processes involved in music composition. In addition, findings also revealed four main aspects influencing the students’ change of attitudes over the course of engaging in soundscape composition. They are the ability to operate the technological tools, the ability to handle the varied complexity of the recording and composition tasks, the extent of personal creative input and the amount of support received from both teacher and peers. A Soundscape Community that supports the development of soundscape composition and related soundscape studies are proposed at the end.
Date Issued
2014
Call Number
MT1 Soh
Date Submitted
2014