Research Studies in
Orff Schulwerk
Orff Research Webliography
Full Listings > Music learning through composition, improvisation and peer interaction in t...
Hamilton, H. J. (1999). Music learning through composition, improvisation and peer interaction in the context of three sixth grade music classes (Doctoral dissertation, University of Minnesota, 1999). Dissertation Abstracts International, 07A 2420.
| Author(s): | Hamilton, Hilree J |
| Title: | Music learning through composition, improvisation and peer interaction in the context of three sixth grade music classes |
| Source Type: | Dissertation |
| Source Name: | Dissertation Abstracts International |
| Year: | DAI |
| Year: | 1999 |
| Volume: | 60 |
| Catalog No.: | 07A 2420 |
| Country Code: | USA |
| Location: | Minneapolis, MN |
| Institution: | University of Minnesota |
| Language: | English |
| Orff Topic Category: | Teacher/Student Characteristics |
| Secondary Orff Topic Category: | Pedagogic process/Settings |
| Research Methodology I: | Qualitative |
| Research Methodology II: | Ethnography |
| Participants: | Sixth graders |
| Purpose: | To study the learning process of children during in-class music project activities |
| Data Type: | Verbal description |
| Analysis: | Coding based on field guide |
| Abstract: | Six sixth-grade students were observed during regular music classes while students were to complete class projects involving composition, improvisation, opera study, and invented notation pieces. The ethnographic method by Dobbert, Eisikovits and Pitman (1989) were used for data collection. Description about the learning process, audio and video records of lessons, teacher journals, and student work were analyzed using codes based on the filed guide. |
| Results/Conclusions: | Results identified 1) the learning process related to cognitive theories of Serafine, and Swanick and Tillman; 2) two functions of peer interaction--furthering or sharing knowledge, and distracting from learning; 3) functions of play in furthering knowledge, refreshing the mind, distraction from work, and filling time. |
| Implications for music education (continued research): | Students learn music by interacting with each other in musical activities. The elements of play and cooperative learning are both beneficial in classes in order to foster creative thinking and music knowledge. |
| Keywords: | Learning process, Peer interaction |