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This article reports the findings of a research project that investigated the nature of the teaching and learning process in music composition. Over the period of one semester, the formal interactions in one-on-one study sessions between an eminent composer-teacher and an experienced graduate student-composer were videotaped. Following the generation of video data, separate interviews were conducted with the composer-teacher and the student-composer in order to probe each of these participants' perceptions of the nature of the teaching and learning process in which they were engaged. Analyses of observational and interview data were framed within a social constructivist perspective and drew on notions of the zone of proximal development, a problem-finding attitude and creative collaboration. The teaching and learning process in musical composition in this study emphasized problem finding and problem solving by composer-teacher and student-composer within a social relationship characterized by reciprocity and collaborative dialogue in which possible solutions were discussed, negotiated and trialed.

Item Type:	Refereed Article
Keywords:	collaborative dialogue, creativity, social constructivism, problem finding, problem solving, zone of proximal development
Research Division:	Education
Research Group:	Specialist Studies in Education
Research Field:	Specialist Studies in Education not elsewhere classified
Objective Division:	Education and Training
Objective Group:	Education and Training Systems
Objective Field:	Education and Training Systems not elsewhere classified
UTAS Author:	Barrett, MS (Professor Margaret Barrett)
ID Code:	45389
Year Published:	2007
Deposited By:	Education
Deposited On:	2007-08-01
Last Modified:	2013-01-18
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