Facilitating songwriting with second-, third-, and fourth-grade students
Date
2019
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
University of Delaware
Abstract
Limited research has been conducted on songwriting with elementary-aged children. To inform music teachers’ pedagogical practice and how they might effectively engage elementary-aged children in that process, the purpose of this study was to investigate the songwriting processes and products of students through implementation of a research-based and developmentally appropriate curriculum. Over a period of eight music classes, I examined students’ songwriting processes through video- and audio-recordings, and semi-structured interviews. I recorded their songs, and scored them with a performance rubric that centered around their use of melody, lyrics, rhythm, and form. Additionally, students’ perceptions of the music curriculum were recorded throughout the study and data were collected from my daily journal entries and personal reflections. Findings from this study were that students in second-, third-, and fourth-grade began their songwriting processes in similar ways, valued having specified roles, and needed uninterrupted time for their original ideas to develop. The students’ songwriting products depended on individual learners in their bands, and their ability to collaborate. Findings from this research could help develop effective songwriting curricula, especially for elementary-aged children.