The Effect of Three Compositional Structures on the Compositional and Instructional Self-efficacy of Pre-service Music Teachers Page: 3
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instrument and all three composition tasks. Statistically significant mean differences
were also found between the unstructured task and the rhythm task as well as the poem
and rhythm tasks, but not between the unstructured and poem tasks. Additional data were
gathered through semi-structured one-on-one interviews. Through their talk the pre-
service music teachers commented that they enjoyed the overall composition process.
This experience also seemed to challenge the participants' assumptions about
composition and appeared to make creative experiences more tenable and relevant to
their future classroom experiences. The results of this study suggest that incorporating
composition activities regardless of structure within a music teacher's pre-service training
might impact their self-efficacy beliefs not only as composers, but also as pedagogues of
composition. This study suggested that teacher educators might want to consider using a
rhythmic structure as the first task to help provide an initial framework to guide and
initiate their composition. Pre-service teachers engaged in similar compositional
activities might also gain further insights about what it means to be a composer and into
the pedagogy of composition.
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Hauser, Christian Vernon. The Effect of Three Compositional Structures on the Compositional and Instructional Self-efficacy of Pre-service Music Teachers, dissertation, August 2012; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc149601/m1/3/: accessed April 20, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .