PRE-SESSION VIDEO: https://www.youtube.com/watch?v=yf7lS1PTEOA&t=63sABSTRACT:Music composition remains a challenge for many secondary school music students which may impact motivation and undermine priority in advancing music education. Musical learning strategies are key factors related to cognition and motivation in music learning and predictive of the course outcomes. Previous studies on musical learning strategies have focused on instrumental music learning and development of performing musicians, despite the possibility that music composition requires as much, if not more cognition and motivation for success as any other area of music learning. This study examined the inter-correlations among cognitive and motivational musical learning strategies and music composition achievement. Prediction of music composition achievement from deep cognitive processing (DCP), surface cognitive processing (SCP), persistence (P) and peer learning, (PL) was examined. Additionally, participants' age and gender were controlled as potential moderating variables. The participants (N = 201) were secondary music students, drawn from 23 metropolitan schools in Kenya. The sample included 31% males and 69% females with a mean age of 17.24 years (SD = 0.78). Musical learning strategies were measured using a researcher adaptation of the Motivated Strategy for Learning Questionnaire (MSLQ). Participants were instructed to compose (16 – 24) measures, original piece of music based on the musical elements and principles acquired in their music course. The compositions were independently rated by two graduate music teachers, using a validated five-point Likert scale with four dimensions of originality, syntax, craftsmanship and aesthetic musical sensitivity (inter-rater reliability, α = .70). Results indicated that musical learning strategies accounted for 25% of the variance in music composition achievement (R² change = .25, F(4, 194) = 19.46, p < .01). Deep cognitive processing had a positive predictive value (β = .49, p < .01) on music composition achievement while surface cognitive processing had a negative predictive value (β = -.15, p < .05). However, predictive values of persistence and peer learning on music composition achievement were non-significant. The findings provide insight into students' musical learning strategies and suggest that deep cognitive processing use is associated with higher achievement in music composition. Music educators and institutions may, therefore, consider designing classroom environments that foster deep cognitive processing among music students. The findings are discussed in relation to previous studies and implications for music education.
DISCUSSION QUESTIONS- What challenges do music students and teachers face in teaching/learning of music composition at secondary school level.
- To what extend does the use of musical learning strategies explain and predict music composition achievement of secondary school students.
- What implication does this have on music education at secondary school level.
KeywordsMusical learning strategies, Music composition achievement, Cognitive strategies, Motivational strategies, Peer learning
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