Lau Houw Ping
Senior Arts Education Officer (Music)
Arts Education Branch, SDCD

Theodora Huang, Arts Education Officer (Music)
Chong Xiu Min, Arts Education Officer (Music)
Deborah Gan, Senior Arts Education Officer (Music)
Dr. Gooi Tah Choe
Senior Arts Education Officer (Music)
Arts Education Branch, SDCD

Questioning as a Self-regulatory Metacognitive Process to Encourage Creative Thinking in Student Composers

Lau Houw Ping
Senior Arts Education Officer (Music)
Arts Education Branch, SDCD

 

What kinds of questions do students ask themselves when they compose?

What kinds of questions do professional composers ask themselves when they compose? How are these different from the ones asked by students?

What kinds of questions should students ask themselves so that they can be more creative in their compositional writing?

Compositions arise out of composers asking questions. American composer John Cage shared that his compositions were borne out of the questions he had asked himself; in particular, questions that are fundamental, and yet, not commonly asked. The ability of composers to ask good questions plays a central role in the music compositional process.

This is a comparative study of the questioning behaviours of student and professional music composers. It aims to propose a routine of self-questioning using generative questions, as a metacognitive strategy to encourage self-regulated creative thought in student composers.  It also seeks to propose a metacognitive strategy to encourage self-regulated creative thought in student composers through a routine of self-questioning, as well as suggested questions that would help students generate compositional ideas, dare to challenge and venture beyond traditional compositional conventions, and self-evaluate their works.

 

Collaborative Creative Music-making in Choirs: Implications for Music Education

Theodora Huang Xinyi, Arts Education Officer (Music)
Chong Xiu Min, Arts Education Officer (Music)
Gan Li Chuen Deborah, Senior Arts Education Officer (Music)
Dr. Gooi Tah Choe, Senior Arts Education Officer (Music)
Arts Education Branch, SDCD

In collaborative creative music-making, what are possible approaches, and roles of students and facilitator(s)?

How does collaborative creative music-making impact students’ musical learning and development of personal dispositions?

The commissioned set pieces of the Singapore Youth Festival Arts Presentation for Choirs 2017 and 2018 offered a platform for students in a choir to work collaboratively in exploring musical sounds through creating and realising musical ideas of their own. Through the collection of perspectives from students, teachers, and conductors, we build an understanding of the multiplicity of creative approaches and the role of facilitators in the process. The findings further indicate the impact of collaborative creative music-making on students’ musical learning, confidence, and personal dispositions. These processes and findings can be extended to other music education contexts and beyond, offering ideas for teaching and learning, and encouraging us as arts educators to empower students through a culture of collaboration and innovation.

The purpose of this pilot project was to co-develop a set of authentic assessment tasks that were aligned to the Music Syllabus’ Learning Outcomes at Stage 2 (Primary 3 and 4) and Stage 4 (Secondary 1 and 2); and examine the effectiveness of how teachers could meaningfully measure students’ development in music through Listening, Creating and Performing.

Location : Enterprise