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Breeze, Nicholas (2009) Learning Design and Proscription: How Generative Activity Was Promoted in Music Composing. International Journal of Music Education, 27 (3). pp. 204-219. ISSN Print 0255-7614 Online 1744-795X
Full text not available from this repository. (Request a copy)Abstract
This article reports on a particular aspect of a PhD study into pupil composing in music classrooms with information and communications technology (ICT). Two case studies based in England investigated the work of two groups of pupils in different phases of education, one aged 12—13 (secondary) and the other 10—11 (primary). A theoretical lens that was utilized to illuminate a specific aspect of the learning design was that of proscription, which not only allowed a detailed investigation of pupils' generative activity to be made, but also revealed aspects about the learning environment that often remain tacit and hence unexplored. A key outcome of the study was the suggestion that the notion of proscription be extended to one of providing the possibility of moving beyond given constraints to compose music that lies outside their boundaries.
| Item Type: | Article |
|---|---|
| Additional Information: | Staff and students at the University of Worcester can access the full-text via the UW online library search. External users should check availability with their local library or Interlibrary Requests Service. |
| Uncontrolled Discrete Keywords: | composing, ICT, liberating constraints, music education, proscription, technology |
| Subjects: | L Education > L Education (General) M Music and Books on Music > MT Musical instruction and study |
| Divisions: | College of Business, Psychology and Sport > School of Sport and Exercise Science |
| Related URLs: | |
| Depositing User: | Nicholas Breeze |
| Date Deposited: | 05 Apr 2016 11:23 |
| Last Modified: | 17 Jun 2020 17:09 |
| URI: | https://worc-9.eprints-hosting.org/id/eprint/4255 |
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