Title
Children composing and the tonal idiomChildren composing and the tonal idiom
Author
Faculty/Department
Faculty of Social Sciences. Instructional and Educational Sciences
Research group
EduBROn
Publication type
article
Publication
London,
Subject
Educational sciences
Art
Source (journal)
International journal of music education / International Society for Music Education. - London
Volume/pages
34(2016):3, p. 324-339
ISSN
0255-7614
ISI
000382657600006
Carrier
E
Target language
English (eng)
Full text (Publishers DOI)
Affiliation
University of Antwerp
Abstract
Existing studies have demonstrated how children compose, experiment and use their imagination within the conventions of the tonal idiom with functional harmony. However, one area of research that has hardly been explored is how tonality emerges in the compositions of children who compose by transforming their own non-musical ideas, such as their drawings and stories. To that end, and within a context in which children individually compose at the piano, the present study examines the differences or similarities that, with respect to the tonal idiom, result from both approaches to composing. The findings demonstrate how interdisciplinary and symbolic thinking can help children achieve a better understanding of the tonal idiom and at the same time lower the threshold to compose
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