Jen’s Blog

Computer mediated composition tools have been around for a number of years. However, many of these applications require fairly extensive music skills including an understanding of traditional music notation.
“Hyperscore: A Case Study in Computer Mediated Music Composition” discusses a newer application for composition for kids. A case study was conducted with a primary school aged child with little to no musical knowledge. The child had to compose a piece over a series of lessons. This involved exploring the software, writing the composition and a constant process of refining the work. The software used was Hyperscore. This is a computer-based graphical composition software. It has been specifically designed for screen-based work meaning no instrumental or standard music notation skill is required.
The teacher and student moved through a blended-sequence of learning, shifting between the computer-technology and face-to-face interaction with the teacher. The teacher adopts the role of mentor and guide, framing the task, helping the student develop criteria for appraisal of his work, encouraging active listening, engagement with musical knowledge and helping the student develop an audience. To achieve this, the teacher uses questioning, examples, modelling and kinaesthetic activities such as clapping and singing the composition.

Software like Hyperscore becomes a useful tool in primary classrooms. Many students do not have extensive music notation knowledge and find it difficult to engage in more sophisticated composition. This software enables them to engage in composition using “a combination of an intuitive, editable symbolic representation and instant feedback” (Jennings, 2005).
With access to multiple computers and headphones, Hyperscore could be used in the classroom as a compositional tool. However, teachers need to decide how to best divide their time amongst students to act as a mentor and guide. Jennings (2005) states that “while this may seem a daunting prospect, in practice children using the software very quickly form their own agenda and are capable of working unsupervised for relatively long periods of time…” This frees the teacher to act as a guide, offering support when required, and engage with students as equals in the learning process. As Jennings states “For teachers wiling to relinquish traditional roles, this may be the most rewarding aspect of working in computer-mediated environments” (2005).

Reference

Jennings, K. (2005). Hyperscore: A Case Study in Computer Mediated Music
Composition. Education and Information Technolgies , 10 (3), 255-238.

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