DEVELOPING PROCESS BASED INVENTING ACTIVITIES: A SPIDER'S WEB OF INTRIGUE AND CREATIVITY
Mr Charles Byrne
The Scottish system of examination and assessment of the secondary school music curriculum places emphasis on the certification of children's achievements in musical invention which may be to the detriment of developing lifelong learning skills, interests and enthusiasm. World wide web based materials have been created which provide teachers and pupils the opportunity to develop creative music making through exploration and experimentation (Spider's Web Composing Lessons).
This paper sets out the theoretical context for the Spider's Web Composing lessons, the suggested methodologies related to self-directed learning and reviews the progress to date in the creation of materials, identifying further questions and possible strategies for developing critical thinking skills through musical composition and improvisation.
In order to bring about change in the way that composing and improvising activities, are conceived within the music curriculum, more feedback is needed from users of the world wide web based materials. Both formal and informal evaluative techniques are being used to collect information on teacher, student teacher and pupil views and attitudes to process based activities in composing and improvising.
Little evidence is available regarding the use of the spider's web composing lessons other than statistics on the number of 'downloads' from the web server. Evaluations and feedback will be reviewed in order to shape and inform the development of musical activities within a 'knowledge unrestricted problem environment'.
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