Η αυτοεθνογραφική έρευνα ενός δασκάλου μουσικής βασισμένη στην εμπειρία της διαδικασίας ενός πρωτότυπου project σύνθεσης με τους μαθητές του

Abstract

This paper describes a composition project which involved 18 students, aged 8 to 11 years old, who attended individual instrument music lessons at a private elementary school. The project took place in March 2016 and lasted for three weeks. All students, guided by their teachers, went through a process of improvisation and composition, created, perfected, orchestrated and recorded their own pieces of music, expressed their opinions on the pieces of their classmates and gave image to their work through a drawing, thus going through all key steps of the project. For the sake of the project, it was necessary to add two more steps: a) create a cd with the recorded compositions of students and b) post video with photos of students and aural backdrop of their pieces of music to specific Internet sites. The aim of this research study was to describe the experience and the benefits gained by the students and the teacher/researcher through this composition project, filtered through the lens of the teacher/researcher. In order to reflect this filtering as accurately as possible, the researcher decided to use the autoethnographic method for describing this project through nine stories in each of which the main character is a student from the sample. Through presenting the findings of this research project, and in continuous dialogical relationship with the literature, , this paper underlines the benefits of creative activities in music lessons and general education and the role of autoethnography as a research methodology.