ISSN: 1938-2065

!
Characterization of the Compositional Strategies Used by Children to
Compose a Melody

By

John Kratus

From Canadian Journal of Research in Music Education, Vol. 33, Special ISME
Research Edition, December, 1991. Reprinted with the permission of the Canadian
Music Educators’ Association.

Kratus, J. (2013). Characterization of the compositional strategies used by children to compose a melody. Canadian
Journal of Research in Music Education, 33, 95-103. (Reprinted with permission in Visions of Research in
Music Education, 23). Retrieved from http://www.rider.edu/~vrme
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CHARACTERIZATION OF THE
COMPOSITIONAL S1RATEGIES
USED BY CHILDREN TO COMPOSE
A MELODY
JohnKratus
Department of Music
Case Western Reserve University
Cleveland, Ohio 44106 USA

ABSTRACT
This study examined the creative strategies employed by elementary
children as they compose a song. The purpose of this study was to
characterize the strategies of children who were best able to compose
songs and to compare these strategies with those used by children who
were least able to compose. Sixty subjects, aged 7, 9, and 11, were given
10 minutes to compose a melody on an electronic keyboard instrument.
Two judges listened to tapes of the subjects' songs and rated the success
of the songs (interjudge reliability = .88). Another set of three judges
listened to tapes of the 10-minute composing periods for the 10 highest
rated and 10 lowest rated songs. The three judges used observation forms
todescribethewaysinwhichthe20subjectsemployedvariouscomposing
strategics.
Among other results, the subjects who composed the most success-
ful songs were found to use a variety of exploring, developing, and
repeating strategies as they composed. The subjects who composed
the least successful songs were more limited in the types of strategies
they employed. Specifically, the low-success subjects explored new
ideas and repeated individual notes and patterns as they composed,
but only rarely did they employ strategies to develop their musical
ideas. The results raise a series of questions concerning (a) the rela-
tionship between creative process and created product and (b) the
genesis of compositional strategies in those children who composed
successful songs.

Several prominent educators have recently called for expanding

arts curricula to make greater use of educational activities that promote
creativity and higher-order thinking skills (e.g., National Endowment
for the Arts, 1988; Reimer, 1989). Unfortunately, there is little empir-

CHARACfERIZATION OF TI-IE COMPOSillONAL STRATECIF5 USED BY GIILDREN. .. 95

 ical research on children's creative musical behaviors to guide the
development of such curricular changes in music education. One
reason for the relative lack of research in this area may be the belief
among some educational researchers that creative behaviors arc too
individualistic to be studied empirically. However, this view was
disputed by Nobel laureate Sir Peter Medawar, who wrote, "That
'creativity' is beyond analysis is a romantic illusion we must now
outgrow" (1%9, p.46).
In recent years, music education researchers have taken the first
tentative steps toward understanding how music is created. By observ-
ing the decisions that children make while composing and by analyzing
children' scomposi tional stra tcgies, investigators arc beginning to uncover
similarities and differences among composing styles of children. Of the
few studies that exist in this area, most are exploratory in nature,
employing a variety of descriptive techniques and using small numbers
of subjects.
Delorenzo (1989) studied sixth graders engaged in small group and
individual music compositions. She found that the students' decision
making processes were dependent on four personal traits: (1) their
openness in approaching the task, (2) their willingness to let the structure
of their music flow from their musical ideas, (3) their ability to develop
their musical ideas, and (4) their personal involvement in the task.
Bamberger (1977) compared the compositional decisions made by two
college-aged students and showed that the students' understanding of
musical syntax was reflected in their approach to composition.
In a recent study (Kratus, 1989), I analyzed elementary children's
approach to composition by examining the relative amount of time
children of different ages and ability levels spent on various composition-
al processes in a 10-minutecomposingtask.Resultsindicated that7-year-
oldsdifferfrom9-and 11-year-olds,in that7-year-oldsspend significantly
moretimeexploringnewmaterialas they compose and spend significantly
less time developing and repeating their ideas. In addition, subjects who
were able to play their songs the same way twice used significantly more
repetition and less exploration than did subjects who could not replicate
their songs.
Comparing composing strategics used by groups of students at
different ability levels can lead to an understanding of how competence
in composition develops. Davidson and Welsh (1988) compared the
composing strategies of 5 rollegc ronservatory students who had had 2
years of conservatory training with the strategies used by 5 first-year
conservatory students. Subjects were given 30 minutes to compose a
melody that modulated from C major to F# major and back to C major.

96 CANADIAN JOURNAL OF RESEARCH IN MUSIC EDUCATION

Vol. 33, Special ISME Research F.dition, December, 1991
The authors found that experienced students differed from beginners in
that experienced students produced coherent melodics by coordinating
their musical decisions at any one point in the melody with the music as
a whole. On the other hand, beginners were more likely to work with
small units(note-to-note), with little regard for overall melodic shape and
direction.
The purpose of this study was to characterize the musical decisions,
or strategics, used by elementary school-aged children who were best
abletocomposcsongsand to compare these strategies with those used
by children who wereleastabletocompose. Thcdifferencesin the way
that these two groups of children approach the task of composing a
song can lead educators to an understanding of the developmental
path of composition. It was my intent in this research to produce a
detailed descriptive analysis using few subjects, with the aim of
suggesting directions for future research on children's creative pro-
cesses.
METHOD
The children's songs and compositional processes analyzed in this
study were the same as those collected for a previousstudy(Kratus, 1989).
Whereas the analysis in the earlier study focused on the amount of time
children spent in exploring, developing, and repeating their musical
ideas as they composed, the current study characterizes in much greater
detail the compositional strategies children used.
The subjects were 60 children, aged 7, 9, and 11, selected randomly
from the student population of a suburban elementary school. None of
the subjects had had any formal training in composition, and children
who had taken piano or organ lessons or had an electronic keyboard at
home were excluded from thcstudyinordertocontrol forpriorexperience
with a keyboard instrument.
I met individually with the subjects. Each subject was introduced to a
small, electronic keyboard instrument (Casio PT-1) by playing several
imitative games with me on the keyboard. After this introduction, the
subject was asked to make up a new song using the white keys of the
keyboard. I explained to the subject that he or she would have exactly 10
mi nu tcs in which to make up the song, and a large dock-timer was set in
front of the subject to indicate the amount of time remaining in the task.
AttheendofthelO-minutecomposingperiod,Iaskedeachsubjecttoplay
his or her song twice. (Replication of the songs was necessary in order to
later evaluate whether subjects had reached closure on a specific song.)
I made an audio recording of the sessions using a Sony TC-62 cassette
recorder.

CHARACTERIZATION OFTIIB COMPOSmONAL STRATEGIES USED BY Q-IILDREN ... 97

ANALYSIS OF THE SONGS AND THE COMPOSIDON
PERIODS
The first step in the analysis was to determine which of the 60 songs
were most successful and which were least successful. I rerecorded all
60 songs and their replications onto another set of audio tapes. Two
independent judges, who were music teachers pursuing graduate
degrees in music education, listened to the 60 pairs of recorded songs
and rated two dimensions of the songs: Craftsmanship and Replica-
tion. The rating scales used by the judges arc as follows:
Craftsmanship: Assign the first song in each pair of songs a
number from 7 to 1, with ...
7 = the song forms a cohesive whole and makes interesting
use of melodic and rhythmic patterns.
1 = the song appears to have no structure, with seemingly
random pitches and rhythmic durations.
Replication: Assign each pair of songs a number from 7to1, with ...
7 = the repetition of the song is the same as the original.
1 = none of the repetition of the song is the same as the
original.
The operational definition for the success of a song was, therefore,
determined by the combined Craftsmanship and Replication ratings.
Songs were presented in a random order to the judges, and the judges
recorded their Craftsmanship and Replication ratings for each song on
a rating sheet that I provided.
To determine the success of a song, I summed both judges' com-
bined ratings for Craftsmanship plus Replication. Given this proce-
dure, the success ratings for songs could range from4 to 28. lcomputed
interjudge reliability using the Pearson Product Moment Correlation.
Interjudge reliability for Craftsmanship ratings was .84, for Replica-
tion ratings was .80, and for combined ratings was .88.
The 10 songs with success ratings of 24 to 28 were designated as the
most successful songs, and 10 songs with ratings of 4 to 7 were
considered the least successful songs. In this study, the 10 subjects
who produced the highest rated songs are referred to as "high-
success" subjects, and the 10 subjects who produced the songs with
the lowest ratings are referred to as "low-success" subjects. I recorded
another set of tapes containing the 20 songs of the high-success and
low-success subjects in a random sequence. Each song on the tape was
followed by the 10-minute composing period in which the song was
created. Another set of three independent judges, comprised of one
graduate music education student and two college music faculty

98 CANADIAN JOURNAL OF RESEARCH IN MUSIC EDUCATION

Vol. 33, Special ISME Research Edition, December, 1991
 members, listened to the tapes of the 20 songs and the corresponding
composing periods. I asked the three judges to complete forms de-
signed to characterize the composing strategics used by the subjects
during the 10-minutc composing periods. Each 10-minute period was
divided into five equal timcintervals(i.e., minutes 1and2 formed one
interval, as did minutcs3and 4,and soon). Judges were asked to check
which of the following 11 strategics were present in each 2-minute
interval of the composing periods. These strategies were defined as
follows:
Stepping movement: exploration of new musical material us-
ing adjacent scale steps.
Skipping movement: exploration of new musical material us-
ing intervals larger than a step.
Changing pitch of pattern: development of a pattern by chang-
ing one or more pitches of an established pattern, while
keeping the rhythm constant.
Transposing pattern: development of a pattern by shifting the
contour of an established pattern up or down the scale,
while keeping the rhythm constant.
Changing rhythm of pattern: development of a pattern by
changing one or more durations of an established pattern,
while keeping the pitches constant.
Extending pattern: development of an established pattern by
adding notes to the end of the pattern.
Repeating pitch: one or more consecutive repeti lions of a pitch.
Repeating pattern: one or more consecutive repetitions of a
pattern.
Repeating whole song: one or more consecutive repetitions of
the whole song.
Speaking: subjects asks a question or makes a statement.
Silence: subject stops playing the keyboard for 10 seconds or
more.
The percentage of agreement among judges was used as a measure
of interjudge reliability. (Fifty percent agreement between two judges
would be chance agreement, and 100% agreement would be perfect
agreement.) The percentage agreement between judges 1 and 2 was
85.70%, between judges2and 3 was 76.55%,and between judges 1 and
3 was 78.65%. The mean percentage agreement among all combina-
tions of the three judges was 80.30%. For the purposes of this study, a
compositional strategy was considered to be present in a 2-minute
interval if at least two of the three judges rated it as being present.

CHARACTERIZATION OF THE COMPOSffiONAL STRATEGIES USED BY CHU.OREN... 99

RESULTS
Table 1
Number of High-success Subjects (n = 10) Using Various Compositional Strategies
During a 10-Minute Composition Task
Subjects Employing Compositional
Strategics During 2-Minute Intervals
Compositional Strategy Minutes: 1-2 3-4 5-6 7-8 9-10
Exploration
Stepping movement 9 8 3 2 3
Skipping movement 7 5 3 3 3
Development
Changing pitch of pattern 7 3 6 2 1
Transposing pattern 3 3 2 1 1
Changing rhythm of pattern 3 5 5 6 4
Extending pattern 4 6 4 2 3
Repetition
Repeating pitch 8 7 7 8 9
Repeating pattern 10 10 10 10 10
Repeating whole song 2 3 7 10 10
Non-musical characteristics
Speaking 2 0 0 0
Silence 0 0 2 2
Table2
Number of Low-success Subjects (n = 10) Using Various Compositional Strategies
During a 10-Minute Composition Task
Subjects Employing Compositional
Strategics During 2-Minute Intervals
Compositional Strategy Minutes: 1-2 3-4 5-6 7-8 9-10
Exploration
Stepping movement 9 10 10 10 10
Skipping movement 10 10 9 9 9
Development
Changing pitch of pattern 0 2 0 0 0
Transposing pattern 3 2 2 1 4
Changing rhythm of pattern 0 0 0 1 0
Extending pattern 0 1 1 0 0
Repetition
Repeating pitch 10 10 10 10 9
Repeating pattern 6 8 9 9 9
Repeating whole song 0 0 0 0 0
Non-musical characteristics
Speaking 1 0 0 0 0
Silence 1 0 0 1 1

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Vol. 33, Special ISME Research Edition, December, 1991
 The composing strategics employed by the high-success and low-
success subjects are shown in Figures 1and2. The following descrip-
tions characterize the composing periods of the high-success subjects:
1) Both stepping and skipping movement were commonly used to
explore musical materials early in the composing period, but
these types of exploratory movcmcn t became rclati vel y infrequent
later in the composing period.
2) Musical patterns were developed by changing pitches, by chang-
ing rhythms, and by extending patterns. Transposition was less
frequently used to develop musical ideas.
3) Repetition of individual pitches and patterns was common
throughout the composition periods.
4) Closure on a single melody occurred before the end of the 10-
minute composing period. In some cases, closure occurred in the
first 2-minute interval.
5) Speaking and silence occurred infrequently.
Low-success subjects were similar to high-success subjects in the
following ways:
1) Both groups explored through stepping and skipping movement
in the early minutes of the composing periods.
2) Repetition of pitches and patterns was common as both groups
composed.
3) Non-musical behaviors (speaking and silence) were infrequently
used.
Low-success subjects differed from high-success subjects in the
following ways:
1) Low-success subjects continued exploratory stepping and skipping
movement even into the last 2-minute interval, whereas most
high-success subjects did not explore new musical ideas after the
first 4 minutes.
2) Development of musical patterns was relatively infrequent forthe
low-success subjects, and when development occurred, it was
usually accomplished through transposition. A majority of the
high-success subjects, on the other hand, developed their musical
ideas by changing the pitches or rhythms of their patterns or by
extending their patterns, with transposition being the least used
means of development. For the high-success subjects, the most
frequently used strategy for developing patterns was changing
the rhythm, yet this strategy was used least by the low-success
subjects.
3) None of the low-success subjects demonstrated closure on a song by
repeating it as they composed, but all high-success subjects did so.

CHARACTERIZATION OF 1HE COMPOSmONAL STRATEGIES USED BY Cl-IlLDREN... 101

DISCUSSION
This study is exploratory in nature, and the results should be
viewed as providing tentative avenues for further research into chil-
dren's creative processes, rather than as generalizable statements
about children's creativity. Specifically, two main areas for future
research were uncovered by the results of this study. The first area
concerns the relationship between the process of composition and the
resulting musical product. The results here suggest that successful
songs(asdefined in this study) arc thcproductof certain composition-
al strategies, and that these strategics arc quite different from those
used to produce unsuccessful songs. In other words, the success of the
product appears to be dependent upon thenatureof the process. If this
is, in fact, the case, then further efforts in conducting creativity
research and improving creativity pedagogy may well be directed
toward how children compose rather than what children compose. Of
particular interest to researchers and educators may be children's
development of their musical ideas.
The second area for further study is in regard to the genesis of
compositional strategies in some children. The high-success subjects
in this study were able to employ a wide variety of composing
strategies, whereas low-success subjects were more limited in the
types of strategies they used. If none of the subjects had had any prior
training in composition, why did the high-success subjects compose in
radically different ways from the low-success subjects? Is this differ-
ence a matter of musical aptitude (as traditionally defined) or musical
achievement, or do some children transfer their creative strategics
from prior, non-musical creative problem-solving experiences? Can
the strategies used successfully by high-success students be taught to
low-success students?
It is hoped that music education researchers will more fully explore
the important area of musical creativity. Before developmentally
appropriate goals and activities for creative musicianship can be
devised, much remains to be learned.
The author is indebted to Jane Bracey-Gibbon, I.aura Lee Ra jean, Deborah
Reinhardt, Cynthia Crump Taggart, and Bruce Taggart for their assistance
on this project.
REFERENCES
Bamberger,J. (1977). In search of a tune. In D. Perkins & B. Leondar (Eds.), The
arts and cognition (pp.284-319). Baltimore: Johns Hopkins University.
Davidson, L. & Welsh, P. (1988). From collections to structure: The develop-
mental path of tonal thinking. In J. A. Sloboda (Ed.), Generative processes in

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Vol. 33, Special ISME Research &lition, December, 1991
 music: The psychology of perfonnance, improvisation, and composition (pp.260-
285). Oxford, England: Clarendon Press.
Delorenzo, L.C. (1989). A field study of sixth-grade students' creative music
problem-solving processes. Journal of Research in Music Education, 37, 188-
200.
Kratus, J. (1989). A time analysis of the compositional processes used by
children ages 7 to 11. Journal of Research in Music Education, 37, 5-20.
Medawar, P.B. (1%9). Induction and intuition. Philadelphia: American Philo-
sophical Society.
National Endowment for the Arts. (1988). Toward civilization: A report on arts
education. Washington, DC: Author.
Reimer, B. (1989). Music education as aesthetic education: Toward the future.
Music Educators Journal, 75(7), 28-30.

CHARACTERIZATION OF THE COMPOSmONAL SfRATEGffi5 USEDBYGllLDREN ... 103