Previous research has shown that classroom activities in music composition, involve the use of composition strategies during the creative process. This implies that teaching composition strategies may be beneficial to improve compositions in regards to their craftsmanship and their originality. Practical guides on composing for experienced musicians suggest using composition strategies as a way to create variety and novelty. This study aimed to investigate how the use of composition strategies might influence melodic idea generation from the perspective of experienced musicians. Five participants were given two short composition activities. In the first activity, participants composed freely with or without using composition strategies. In the second activity, participants were to include a choice of five composition strategies that were provided. They were subsequently interviewed about their composition process, their experience of the activities and how they viewed the strategies in relation to generating ideas. Results showed that all the participants perceived the as being an external phenomena that sometimes encroached on their more subconscious approach to idea generation and selection. This result has implications for how to assist idea generation during creative musical activities. Instructional sequencing could benefit from including idea generation as a precursor to learning new information.

中文翻译：

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作曲策略如何影响旋律创意的产生


先前的研究表明，音乐作曲的课堂活动涉及创作过程中作曲策略的使用。这意味着作文教学策略可能有利于提高作文的工艺性和原创性。经验丰富的音乐家的作曲实用指南建议使用作曲策略来创造多样性和新颖性。本研究旨在从经验丰富的音乐家的角度探讨作曲策略的使用如何影响旋律创意的产生。五名参与者进行了两项简短的作文活动。在第一个活动中，参与者使用或不使用作文策略自由作曲。在第二项活动中，参与者需要选择所提供的五种作文策略。随后，他们接受了采访，了解他们的创作过程、活动经验以及他们如何看待与产生想法相关的策略。结果表明，所有参与者都认为这是一种外部现象，有时会侵犯他们更潜意识的想法生成和选择方法。这一结果对于如何在创造性音乐活动中协助创意产生具有重要意义。将想法生成作为学习新信息的先导，可以使教学排序受益。