Creative structures or structured creativity. Examining algorithmic composition as a learning tool

Abstract

How do student composers develop and structure creative resources aided by algorithmic methods? This empirical study draws from cultural-historical theory and cognitive psychology, concerning internalization and the concept-development process in the context of learning music composition: It focuses on cognitive processes of student composers working to integrate the outcome of composition algorithms with their subjective compositional aim and modus operandi. However, in most cases the composer is also the designer of the algorithm or its application to the compositional problem. Therefore, strategies involved in designing and applying compositional algorithms need to be considered insofar as they, too, are part of the integration process. The present study is not meant to be conclusive, but rather to form a point of departure for further theoretical and empirical study in the field. Results suggest that musical learning could be interpreted to follow procedures similar to those of Vygotskij’s (1987, 1999) theories of the concept development process. Stages and processes concerning language-based learning as described by Vygotskij may apply to musical concept development as well. This has implications for understanding composition learning, for teaching composition and for designing interactive musical tools. Keywords: Algorithmic composition, concept development, composition studies, music and meaning, musical syntax