Susan A. O'Neill

Creative Thinking Processes in Adolescent Computer-based Composition: an analysis of strategies adopted and the influence of instrumental music training

Abstract This study aims to investigate potential differences in composition strategies adopted by adolescents, with and without prior experience offormal instrumental music tuition (FIMT), when engaging with computer-based composition. Composition process data was analysed using an established method ofqualitative analysis oftext adapted for use in a musical context. Participants were 48 adolescents (aged 13–14 years) who had between 2 and 4 years of FIMT (n = 25) or no prior experience of FIMT (n = 23). Both groups were invited to compose a ‘piece’ that ‘sounded good to them’ using a specially modified computer-based composition program. Results indicated that participants adopted different composition strategies. Links were found between the composition strategies adopted and the participant’s prior experience of FIMT. The main difference between the groups was the relative length of time spent in ‘exploratory’ behaviour. Implications for music education are discussed.

Students’ motivation to study music as compared to other school subjects: A comparison of eight countries

This study draws on an expectancy-value theoretical framework to examine the motivation (competence beliefs, values and task difficulty) of 24,143 students (11,909 females and 10,066 males, aged 9 to 21 years) from eight countries (Brazil n = 1848; China n = 3049; Finland n = 1654; Hong Kong n = 6179; Israel n = 2257; Korea n = 2671; Mexico n = 3613; USA n = 3072). Music was studied in comparison to five other school subjects (art, mother tongue, physical education, mathematics, science) across three school grade levels that included the key transition from elementary to secondary school. Results indicated that music as a school subject was valued less and received lower task difficulty ratings than other school subjects with the exception of art. Students reported higher competence beliefs for physical education and mother tongue compared to music and lower competence beliefs for mathematics and art. There was an overall decline in students’ competence beliefs and values across the school grade levels for all countries except Brazil. Females reported higher competence beliefs and values and lower task difficulty ratings for music, art and mother tongue than males. Males reported higher competence beliefs and lower task difficulty ratings for physical education and mathematics. There were no gender differences for values in mathematics. Music learners reported higher competence beliefs and values and lower task difficulty across school subjects than non-music learners. Secondary analyses were used to further explore differences within each of the eight countries. Findings suggest that once students have experienced learning to play an instrument or voice, they become more motivated towards other school subjects. Implications of the findings suggest that advocacy aimed at increasing the values that students attach to music as a school subject may encourage more students to become music learners across a wide range of countries.

Living with obsessive-compulsive disorder: A case study of a woman's construction of self

Abstract This qualitative case study employed social constructionist theory and a discursive or language-based approach to examine aspects of identity and subjectivity in one womans account of living with obsessive-compulsive disorder (OCD). Two, 2-hour semi-structured interviews were conducted, 6 weeks apart. In the first interview, the participant was asked to tell her ‘story’ of what her life with OCD was like. A discursive analysis focusing on the womans construction of self was conducted on her narrative. During the second interveiw, the participant was asked to give her reactions to the analysis and to provide further interpretations and/or explanations which were then discussed. The results indicate how different ‘voices’ in the womans narrative represent the power relations involved in her self-presentation of life with OCD within a particular social and discursive context. A key discourse involving religion as a metaphor was also identified as a way of representing the womans experience of OC...

Adolescents' Musical Role Models: Whom Do They Admire and Why?.

Despite the wealth of research into adolescent role models, few studies have concentrated solely on the musical figures identified by adolescents and the reasons why. Using mixed methods, 381 adolescents (aged 13—14) completed a questionnaire about the musicians they admired and the reasons why. Focus groups were also conducted where adolescents discussed the most important and least important reasons for admiring a musical role model. Nineteen picture cards of famous popular and classical musicians were also presented to elicit discussion. Results indicated that the majority of adolescents identified famous figures as role models, most of whom were male and singers of popular musical styles. The three main reasons for admiring a role model were: (1) dedication; (2) popular image; and (3) ability. Focus group findings suggest that whether or not the role model plays a musical instrument is of little importance when it comes to identifying a famous figure.

How Does Formal Instrumental Music Tuition (FIMT) Impact on Self- and Teacher-Evaluations of Adolescents' Computer-Based Compositions?

This study examined 48 computer-based compositions produced by adolescents (13-14 years old) using evaluations by specialist music teachers and the adolescents’ self-evaluations and self-assessments. Based on previous research (Seddon and O’Neill, 2001), we expected that the teachers’ evaluations of the compositions would not differentiate between the compositions by adolescents with or without 2-4 years prior experience of formal instrumental music tuition (FIMT). We also predicted that the self-evaluations and self-assessments of adolescents with FIMT would be higher than the self-evaluations and self-assessments by adolescents without FIMT. The results supported our predictions suggesting that adolescents’ self-evaluations of their ability to compose and their self-assessments of their own compositions are determined by their levels of self-perceived competence, and that this is influenced by whether or not they have previous experience of FIMT. Implications for the use of self-evaluations and self-assessments in music education are discussed.

Straining to Hear the Singing: Toward an Understanding of Successful Intergenerational Singing Curriculum

Assuming that intergenerational singing curricula can facilitate well-being through the production of expansive learning opportunities and relationship-building between skipped generations, this study aimed to discover the prevalence, form, and characteristics of intergenerational singing programs in a 50 kilometer radius of one urban center in Ontario, Canada. Of the 170 organizations serving children and older adults with the potential to offer intergenerational singing programs, the study found that only 36 had offered some form of intergenerational singing activity. Informants from seven of these organizations were interviewed to probe deeper into the initiators, sustainers, and potential for future programming.