Document Type
Thesis
Degree
Master of Science (MS)
Major/Program
Music Education
First Advisor's Name
Candice Davenport Mattio
First Advisor's Committee Title
Committee Chair
Second Advisor's Name
Sandra Sanchez Adorno
Second Advisor's Committee Title
Committee Member
Third Advisor's Name
Melody Whiddon Willoughby
Third Advisor's Committee Title
Committee Member
Keywords
children's creative processes, musical creativity, musical creative thinking, music composition, Orff, Orff-Schulwerk
Date of Defense
11-12-2020
Abstract
The purpose of this descriptive qualitative study was to explore the creative processes of elementary school students in music composition through the Orff-Schulwerk approach. Twenty-two 5th grade students and a music teacher with all three levels of the Orff-Schulwerk certification participated in the study. There were three main focal points that were investigated within a span of five-weeks: 1) children’s creativity in an Orff-based composition task, 2) children’s perceptions of their creative processes employed during the composition task, and 3) the teacher’s perceptions of teaching/learning music composition through the Orff-Schulwerk approach. Data were generated through observations, field notes, interviews with the focus group and teacher, audio material, and collected artifacts regarding the compositional task and lesson plan. Results of the study suggested that children’s creative processes within this approach’s implementation progressed in an interchangeably cyclical manner, and enabling skills/conditions also play a factor in influencing their creative processes.
Identifier
FIDC009541
Recommended Citation
Espinal, Ashley Viera, "Children's Creative Processes in Music Composition Through the Orff-Schulwerk Approach" (2020). FIU Electronic Theses and Dissertations. 4542.
https://digitalcommons.fiu.edu/etd/4542
Included in
Cognitive Psychology Commons, Educational Methods Commons, Educational Psychology Commons, Music Education Commons
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