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Volume 8, Issue 3
  • ISSN: 2397-6721
  • E-ISSN: 2397-673X

Abstract

This article explores a teaching method wherein undergraduate music performance students were given the task of making music in four different modes: (1) Nashville mode, (2) DAW mode, (3) track-for-topline mode and (4) topline-for-track mode. Thematic analysis of qualitative interviews highlights four domains influencing quality and efficiency of negotiation of musical ideas: (1) what the environment affords, (2) students’ ability to show or explain, (3) students’ taste and preferences and (4) students’ comfort sharing opinions. Based on these findings, we develop a model of aesthetic dialogue, understood as negotiation of musical ideas within a group. We argue that aesthetic dialogue is dynamic and constantly negotiated and that the model provides a framework suitable to address a range of issues relevant to students wanting to progress as co-writers. This model is proposed as a starting point for addressing collaborative music making and dialogues from student, teacher and curriculum perspectives.

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2024-06-17
2025-01-19
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