Ph.D. (Doctor of Philosophy)
Department of Educational Technology, Research and Assessment
Educational technology||Music education||Cognitive psychology||Behavioral psychology||Music--Psychological aspects||Creation (Literary, artistic, etc.)||Music--Instruction and study--Psychological aspects
The current study examined how components of reflective practice interplay with children's music-making and sharing processes. This study employed a qualitative approach with 11 children who played classroom instruments and researcher-designed computer programs (Build MyTune I and Build MyTune II) while attending music classes. Information pertaining to the participants' music creativity processes and products, peer interactions, visual representations of their music/works (i.e., drawing artifacts), and interview responses about their thoughts and processes were collected and analyzed. The themes associated with the children's creativity and knowledge sharing processes were merged into four stages: Stage I: making sense of tools, Stage II: developing strategies and approaching goals, Stage III: completing works, and Stage IV: sharing knowledge. The findings show that reflective practice (knowing-in-action, reflection-on-action, reflection-in-action and on-the-spot-experiment) was interwoven with the studied children's creativity processes, while the occurrence of novelty and reflective practice varied across individuals and situations. Implications for IT/learning and future research directions (e.g., media, cognitive development, domain knowledge skills, coaching, social interaction, changes as external stimuli, and intention/motivation) were discussed with respect to the factors that played an important role in the studied children's creativity and reflective practice models.
Hsu, Chia-Pao, "Build MyTune : children's reflective practice during music creativity processes" (2015). Graduate Research Theses & Dissertations. 1673.
Northern Illinois University
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