Elementary Students’ Music Compositions with Notation-Based Software and Handwritten Notation Assisted by Classroom Instruments

Abstract

Abstract The purpose of this study was to investigate the impact of notation-based software on music composition by comparing student compositions, preferences, and perceived advantages and disadvantages of composing music with and without the aid of notation-based software. The study included 37 upper-grade elementary students who composed eight measures of melody with notation-based software (MuseScore2) and handwritten notation assisted by classroom instruments (glockenspiel) during 12-week music composition lessons. Student preferences and their comments for each compositional mode were also collected. Afterward, the compositions were judged by five music teachers using Amabile’s consensual assessment technique with criteria of creativity, aesthetic appeal, and craftsmanship. Results indicated that notation-based software for music composition scored higher in creativity, while compositions on the hand-written notation assisted by glockenspiels scored higher in craftsmanship. Of the participants, 76% preferred composing music with the aid of notation-based software because of the playback function and perceived ease. Compositions using notation-based software demonstrated higher scores in creativity than handwritten compositions. However, handwritten compositions scored higher in craftsmanship. Comments by students after composition suggested that handwritten approaches allowed them to use composition strategies learned during prior teaching sessions, although they showed a lower preference for it.