Investigating Talk in Year 9 Group Composing: A Case Study
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Authors
Bourne Swinton Hunter, Catriona
Publication Date
2020-01-05Journal Title
Journal of Trainee Teacher Educational Research
ISSN
2043-8338
Publisher
Faculty of Education
Volume
11
Pages
205-236
Type
Article
Metadata
Show full item recordCitation
Bourne Swinton Hunter, C. (2020). Investigating Talk in Year 9 Group Composing: A Case Study. Journal of Trainee Teacher Educational Research, 11 205-236. https://doi.org/10.17863/CAM.84146
Abstract
This study investigates the co-constructed nature of collaborative composing, examining how two pairs of Year 9 students compose a film underscore.
The findings indicate that the process of composing required experimentation, demonstration and use of technical vocabulary. While both groups created a similar volume and quality of musical material, there was a disparity in whether students took equal roles. I suggest that this was not due to lack of engagement, but to: (i) mismatched levels of experience using required technology, (ii) students' individual preference for working alone or with others and (iii) relationships between students.
The study highlights the need to establish a better knowledge of students' preferences for working as individuals or in groups, as well as the extent of their informal learning. The findings also reinforce the importance of ensuring students learn how to use appropriate terminology, both through teacher modelling of vocabulary and demonstration of musical concepts.
Keywords
PGCE Secondary Music, collaborative composing, Education, Classroom
Identifiers
This record's DOI: https://doi.org/10.17863/CAM.84146
This record's URL: https://www.repository.cam.ac.uk/handle/1810/336723
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