Experiencing and creating contrasts in music

Abstract

Purpose

The purpose of this paper is to examine what are necessary conditions for learning the concept ABA form, a concept for analysing and composing music, and to discuss how the use of variation theory can contribute to the field of music education research.

Design/methodology/approach

The method used is a form of lesson study, but with only one participating teacher. Three cycles are conducted with three small groups of children, aged eight to nine years old.

Findings

The main findings are that the learning of ABA form requires first, awareness of the sequential form of the music, second, that the attitude to differences that appear between sequential parts of the music is consciously being re-direct from seen as “failures” to being interesting musical contrasts and third, that attention is being paid to different features within one musical aspect, that sounds (not only looks) different. It is found that a main contribution of applying variation theory to studies in the domain of music is the consideration of a part-whole relationship. When the teacher helps the children to create contrast and at the same time keeps focus on how it sounds, the children succeed in coming up with a composition in ABA form. To address the simultaneous relationship between acting and seeing, that is musical impressions and expressions, is crucial for learning.

Originality/value

This study is pioneering since music teaching is studied with the point of departure in an intended object of learning.

Citation

Wallerstedt, C. (2014), "Experiencing and creating contrasts in music", International Journal for Lesson and Learning Studies, Vol. 3 No. 1, pp. 46-65. https://doi.org/10.1108/IJLLS-06-2013-0036