Abstract
This article presents three in-depth case studies of a computer-assisted composition project in Hong Kong to understand how individual students from varied backgrounds encounter computer-assisted composition. Three higher-education students composed short pieces using music technology. Qualitative and quantitative data were collected digitally, through semi-structured interviews, and from students’ reflective journals. Comparative analyses of students’ composing activities revealed different approaches to composing, and a series of models that reflect the students’ varying composing approaches is presented. The findings should help to develop strategies that foster creativity when composing with music technology.
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