Technologically mediated composition learning: Josh's story

Abstract

An innovative ICT project calledComposehas been implemented in some New Zealand primary schools in an effort to counteract the lack of classroom composition opportunities.Composecombines the use of music software and online learning with attempts to address barriers to primary classroom composition. This article illustrates, through personal narrative, howComposemade successful composition experiences possible for a student in a classroom where no such opportunities had previously existed. The project led to the student acquiring compositional skill and knowledge and a positive music self-concept. Though it is not possible to generalise from a single case study, the findings indicate thatComposecould offer a potentially viable way to increase classroom composition learning opportunities.