Abstract
Using an action research methodology, I conducted a self-study to improve my capacity to implement creative music pedagogies with Grade 4 and 5 students (N = 43) in a school on the Canadian prairies. Data sources included: field notes, student assessments, video recordings, debriefing sessions, small group conversations, and surveys. Qualitative data was analyzed thematically while quantitative data was summarized using descriptive statistics. Students were successful in composing original music, leading to improved musical skills and understandings. Social disagreements and absences were found to hinder the appreciation of composing for some students.
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