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Prediction of Musical Creativity in Composition among Selected Variables for Upper Elementary Students
Bulletin of the Council for Research in Music Education
No. 133, The 16th International Society for Music Education: ISME Research Seminar (Summer, 1997), pp. 1-8
Stable URL: http://www.jstor.org/stable/40318831
Page Count: 8
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The purpose of the study was (a) to examine the best predictors of compositional creativity among selected variables (i. e., formal musical experiences, informal musical experiences, musical self-esteem, musical aptitude, musical achievement, academic grades, IQ, and gender) for upper elementary students and (b) to investigate relationships between compositional creativity and the selected variables. Subjects were 67 fifth-and sixth-grade students attending an inner-city public school in the U. S. A. Musical creativity was measured by a composition task, for which the individual students were asked to make up a song on an Orff xylophone within 10 minutes. Then, their compositions were evaluated by three judges according to five dimensions, using seven-point rating scales. Data for the selected variables were collected. The results showed that (a) the best predictors of compositional creativity were informal musical experiences, musical achievement, and academic grades; (b) the strongest predictor of compositional creativity was informal musical experiences; and (c) compositional creativity was significantly related to informal musical experiences, musical aptitude, musical achievement, and academic grades. An implication for teaching is that music teachers should emphasize the joy of music-making not only in school but also outside of school.
Bulletin of the Council for Research in Music Education © 1997 University of Illinois Press