To Rubric or Not to Rubric? The Aesthetics, Creativity, and Craftsmanship of Fourth Graders' Music Compositions

• In Event: Investigations Into Music and the Performance Arts: Attitudes, Achievement, and Compositional Creativity

Abstract

Fourth-grade students (N=36) computer-aided music compositions were analyzed using Hickey’s (1998) general assessment rubric for composition that specifically targets the composition’s creativity, craftsmanship, and aesthetic appeal. Compositions were evaluated on a scale of 1 to 4 (1 meaning “Needs Work” and 4 meaning “Terrific!”) and a repeated measure ANOVA was used to measure changes at the beginning, middle, and end of the study. Findings indicate that students do not simply tinker with their composition but pay attention to how their song is put together over time, which is a trait seen in professional composers as well. However, this may be a result of the pedagogical approaches used during the curriculum. Limitations and implications are discussed.

Author

• Michael Downton, St. John's University