Abstract: This paper introduces the study of the process of musical improvisation of two children in interactive/reflexive musical context. The data were collected in Italy within the EC-ICT MIROR Project (Music Interaction Relaying On Reflexion /Commission´s Seventh Framework Programme - European Community) polo at the University of Bologna. Several improvisational sessions were carried out in a primary school, with two 8 years old children who played together a keyboard augmented with an interactive reflexive musical system, based on the Continuator system (Pachet 2003, Addessi and Pachet 2005) and improved in the MIROR Platform. In this study, children played several games with and without the system that organized responses to the various children musical interventions (melodic, harmonic, rhythmic) by imitating the children's musical style. The case study was based on Csikszentmihalyi's Flow theory (Csikszentmihalyi 2003, 1999, 1996, 1992, 1990). According to this author, the "flow state" is generated from affective components of motivation that drive the execution of an activity, favoring the persistence of the person in their activity through components such as emotion, goals and cognitive operations (concentration). The analysis was based on the observation of video recordings collected during the sessions (in 2011). In the micro-analysis we considered the elements of the flow experience and the musical elements of the children experience, based on some aspects such as: the exploration ways of playing, exploration of the keyboard; music improvisation (repetition, variation, musical ideas, elaboration, musical form, texture, musical gesture); listening conducts; and elements of social interaction between children. The results analysed so far indicate that the children engaging in interactive/reflective environments, and in the context of collective practice in pairs), can generate a flow state, promoting intrinsic motivation and creative musical practice. This results therefore, have revealed many implications to the studies about motivation and music education with a interactive reflexive musical system.
A study about children's musical improvisation in an interactive reflexive musical context
Anna Rita Addessi
2012
Abstract
Abstract: This paper introduces the study of the process of musical improvisation of two children in interactive/reflexive musical context. The data were collected in Italy within the EC-ICT MIROR Project (Music Interaction Relaying On Reflexion /Commission´s Seventh Framework Programme - European Community) polo at the University of Bologna. Several improvisational sessions were carried out in a primary school, with two 8 years old children who played together a keyboard augmented with an interactive reflexive musical system, based on the Continuator system (Pachet 2003, Addessi and Pachet 2005) and improved in the MIROR Platform. In this study, children played several games with and without the system that organized responses to the various children musical interventions (melodic, harmonic, rhythmic) by imitating the children's musical style. The case study was based on Csikszentmihalyi's Flow theory (Csikszentmihalyi 2003, 1999, 1996, 1992, 1990). According to this author, the "flow state" is generated from affective components of motivation that drive the execution of an activity, favoring the persistence of the person in their activity through components such as emotion, goals and cognitive operations (concentration). The analysis was based on the observation of video recordings collected during the sessions (in 2011). In the micro-analysis we considered the elements of the flow experience and the musical elements of the children experience, based on some aspects such as: the exploration ways of playing, exploration of the keyboard; music improvisation (repetition, variation, musical ideas, elaboration, musical form, texture, musical gesture); listening conducts; and elements of social interaction between children. The results analysed so far indicate that the children engaging in interactive/reflective environments, and in the context of collective practice in pairs), can generate a flow state, promoting intrinsic motivation and creative musical practice. This results therefore, have revealed many implications to the studies about motivation and music education with a interactive reflexive musical system.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
