Learning and music composition: An analysis of composers’ testimonies

This article reports part of the results of a larger study, where the goal was to explore music composer’s representations of music composition. Previously published interviews of 57 established vanguard contemporary music composers (based across continents) were subject to a thematic analysis, vali...

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Bibliographic Details
Published inResearch studies in music education Vol. 43; no. 3; pp. 513 - 527
Main Authors Duarte, António M, Constantinidi, Niki P
Format Journal Article
LanguageEnglish
Published London, England SAGE Publications 01.10.2021
Subjects
Competence
Higher Education
Informal Education
Learning Processes
Learning Strategies
Music Education
Musical Composition
Musicians
informal learning
music education
higher education
learning strategies
music composition
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Summary:This article reports part of the results of a larger study, where the goal was to explore music composer’s representations of music composition. Previously published interviews of 57 established vanguard contemporary music composers (based across continents) were subject to a thematic analysis, validated by an independent analysis of a percentage of those interviews. The analysis revealed two overarching dimensions relating to learning. The first of those dimensions referred to the experience of developing the competency to compose and the second dimension referred to learning as changing through composing. First of those dimensions involves a diversity of aspects (i.e., learning context, learning process, learning product), for which a variety of notions emerged from the interview analysis. Second dimension also comprises a variety of aspects (i.e., insights on other realities, insights on sounds, increased self-awareness). Implications for the teaching and learning of musical composition are drawn.
ISSN:1321-103X
1834-5530
DOI:10.1177/1321103X19879513