Abstract
To provide insight into structural, technological and environmental factors that contribute to powerful learning experiences in composition tasks, this instrumental case study offers an examination of the interactions of various elements evident in a music composition class. Data were collected via classroom observations, participant interviews and miscellaneous documents. The synergistic relationship between instructional design components and classroom supports, mediated through the use of technology, served to transform the human–computer interface from problem-solving to possibility-driven action. Instructional design elements that contributed to student engagement were choice in assignment completion, a self-paced work environment and musical preference. Instructional supports facilitated a core student learning process that expanded foundational knowledge and skill through active engagement in exploration, identification of musical elements and decision-making; and through interaction with an expert instructor, reflection through peer engagement, technology affordances and autonomy.
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