Collaborative Composition and Urban Popular Music in Digital Music Didactics
Round 1
Reviewer 1 Report
I would like to thank for the opportunity to revise the current manuscript. The educational topic seems very intriguing and it may offer relevant hints for adopting elements from the informal music learning for musical education in school.
However, the manuscript in the current form is not suitable for publication, and major revisions are required before reconsidering it. The main concern is the lack of a specific focus on the educational dimension of the study reported in the article; it seems more focused on a musical dimension rather on a pedagogical one. Another shortcomings is related to the lack of rigour in reporting the may elements of a research. I have addressed specifically these aspects in the following comments, hoping they would be useful for improving the manuscript.
The theoretical background does not consider specific international contributions on the topic of collaborative composition in school. On page 3, references should be added to the text, which lacks in the definition of a theoretical framework.
I would like to suggest some studies that are focused on the topic of the manuscript:
Biasutti, M., & Concina, E. (2021). Online composition: Strategies and processes during collaborative electroacoustic composition. British Journal of Music Education, 38(1), 58-73, https://0-doi-org.brum.beds.ac.uk/10.1017/S0265051720000157
BIASUTTI, M. (2012). Group music composing strategies: A case study within a rock band. British Journal of Music Education, 29(3), 343–357, http://0-dx-doi-org.brum.beds.ac.uk/10.1017/S0265051712000289
FAUTLEY, M. (2005). A new model of the group composing process of lower secondary school students. Music Education Research, 7(1), 39–57.
MUHONEN, S. (2016). Students’ experiences of collaborative creation through songcrafting in primary school: Supporting creative agency in ‘school music’ programmes. British Journal of Music Education, 33(3), 263–281, https://0-doi-org.brum.beds.ac.uk/10.1017/S0265051716000176
Partti, H., & Westerlund, H. (2013). Envisioning collaborative composing in music education: Learning and negotiation of meaning in operabyyou. com. British Journal of Music Education, 30(2), 207-222. https://0-doi-org.brum.beds.ac.uk/10.1017/S0265051713000119
Although the theoretical aims is clear, it is not clearly stated which is the main research objective of the current manuscript: to propose and validate the pedagogical model in teacher training? This should be explained. In addition, the educational objectives of the research are not specifically addressed.
In general, there is a lack of information about the research procedure. What were participants’ demographic characteristics? How did they experiment the pedagogical models? Which kind of tasks have benne required to them in the framework of the pedagogical models? How were the observational sessions conducted and which kinds of data have been collected during them (frequencies of behaviors, frequencies of social interactions, etc.)? What about ethical issues in the current study (informed consent, authorizations, etc.)?
In reporting the results, the focus is mainly on the musical dimension of the application of the model. Very few information was given with references to the educational impact of this model, nor results about the learning experiences of the participants is mentioned.
The English language is quite good, I only suggest to check the syntax of some passagges which seem too long and a bit unclear.
Author Response
Dear reviewer:
Thank you very much for your thoughts and feedback on our work; they have been very valuable for us to improve it.
In the new manuscript that we have uploaded we have modified the following issues that you have pointed out to us:
-The theoretical framework has been improved, including the main ideas proposed by the works you have indicated and some others, improving and expanding the critical apparatus with 5 new references.
- The objectives and aims of the research have been made more explicit, developed and commented on in greater detail and profusion in order to make the objectives pursued and the validity and impact of the results and proposals we offer more understandable and comprehensible.
-The methodological issues related to the procedure, the characterization of the sample and the normative and epistemological framework from which the research has been developed have also been detailed.
-the ethical conditions and regulations on which the proposal has been developed have been made explicit
- a few paragraphs related to the educational impact proposed by the work have been provided, and the students' perceptions that underwent the research reported, highlighting the relevance of a methodological model for collaborative composition that can be imported into the music classroom in different contexts, with the guarantee of a proven pedagogical functionality.
Reviewer 2 Report
The theoretical base of the paper is clearly presented. The methodology is also clear and succinct. The data presented is useful and clearly laid out. The conclusion is also well-presented and logical in nature.
Excellent work.
Author Response
Thanks indeed, we appreciate so much your feedback and constructive comments
Reviewer 3 Report
The paper advocates interesting approach with contemporary technology, but its implementation is demotivating (in terms of use of appropriate musical instruments) and undeveloped (in terms of corresponding to rock music).
Author Response
Thank you for your comments. One of the aims of the article is to promote the knowledge of rock music and the basic rudiments of composition and arrangements in this musical genre on the basis that all students can participate, regardless of their level of musical training or skills in the field of musical interpretation; we understand in this context that musical technologies favor, among others, so that students can interact with music and manipulate the sound material without the need for other knowledge and interpretative skills.
The treatment and approach of the proposal with appropriate instruments (we understand that it refers to real physical instruments such as guitar, bass or drums) prevents the development of the proposal since most of the pupils are not players of these instruments, nor do they have the logic in the music classroom to form a real rock band in the educational interventions that underpin the research. Precisely one of the essential objectives of the work is this: to demonstrate how technology, apart from other pragmatic uses, can make up for certain deficiencies in specific musical skills that require many years of practice and specialization; in short, it is a question of democratizing musical experimentation through technological advances.
Round 2
Reviewer 1 Report
The manuscript in the current version has been really improved.
I would only suggest that in the Results and conclusions section, it would be useful to make some comparison between current results and the contributions examined in the literature review section.
Please, check the English for minor issues (mainly typing mistakes)
Author Response
Thanks indeed for your comments and feedback that have make it possible to enhance a lot the manuscript.
The following issues have been improved in the re-uploaded manuscript:
-Revision of English grammar and spelling to correct minor issues and typing mistakes in the manuscript.
-the results and conclusions have been improved by interrelating some of the findings provided by the study with the results and conclusions postulated by some of the works that make up the theoretical framework of this research.
