Graduate Theses, Dissertations, and Problem Reports 2001 Portraits of the songwriting process in elementary classrooms Sally dhruva Stephenson West Virginia University Follow this and additional works at: https://researchrepository.wvu.edu/etd Recommended Citation Stephenson, Sally dhruva, "Portraits of the songwriting process in elementary classrooms" (2001). Graduate Theses, Dissertations, and Problem Reports. 2373. https://researchrepository.wvu.edu/etd/2373 This Dissertation is protected by copyright and/or related rights. It has been brought to you by the The Research Repository @ WVU with permission from the rights-holder(s). You are free to use this Dissertation in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you must obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This Dissertation has been accepted for inclusion in WVU Graduate Theses, Dissertations, and Problem Reports collection by an authorized administrator of The Research Repository @ WVU. For more information, please contact [email protected]. PORTRAITS OF THE SONGWRITING PROCESS IN ELEMENTARY CLASSROOMS by Sally dhruvá Stephenson Dissertation submitted to the College of Human Resources and Education at West Virginia University in partial fulfillment of the requirements for the degree of Doctor of Education in Curriculum and Instruction Approved by Joy Faini Saab, Ed.D., Chair Ron Iannone, Ed.D. Ardeth Deay, Ph.D. Janet Robbins, Ph.D. Gail Neary Herman, Ph.D. Department of Educational Theory and Practice Morgantown, West Virginia 2001 Keywords: Creative Writing, Portraiture, Arts in Education, Creativity, Qualitative Research © 2001 S.D. Stephenson Abstract Portaits of the Songwriting Process in Elementary Classrooms by Sally dhruvá Stephenson This study uses the qualitative research technique of portraiture to study the songwriting process in elementary classrooms. In chapter one, the author provides a theoretical framework for incorporating the arts and music in general education, and proposes to provide support for incorporating the creative process of songwriting into the elementary curriculum. Chapter two reviews the research literature on the educational and therapeutic uses of songwriting, and published examples of educational applications of songwriting. In chapter three, the methodology of portraiture is explained and four research settings are described, one each in Virginia, West Virginia, Tennessee, and Maryland. Two of the sites involve visiting songwriters-in-residence, and the other two sites involve regular classroom teachers in educational outreach programs sponsored by professional organizations (Country Music Hall of Fame and Metropolitan Opera Guild). In chapter four, the results of the researcher’s observations, interviews, and review of student products are presented as portraits of the songwriting experiences (one for each site). In the final chapter, the author reflects and integrates the four portraits and draws conclusions regarding the four approaches to the songwriting process observed. Inferences from the data are discussed in sections entitled “Collaboration, Cooperation and Engagement,” “Voices of the Children,” and “Authentic Learning Experiences.” The chapter concludes with reflections on the research with recommendations for further study. The researcher suggests that there is sufficient justification, outlined specifically in national and state educational standards, supported by research literature, and brought to life by the experiences and voices of those in the field, to incorporate songwriting into the regular elementary curriculum. Also included are fourteen excerpts from songs written by elementary students, references, and four appendices: interview questions, summary of songwriting pedagogy by site, song topics grouped by theme, and National Standards for Arts Education relating to the songwriting process. iii Dedication This dissertation is dedicated to my advisor, chair, mentor and colleague, Dr. Joy Faini Saab who patiently walked me through my doctoral program from my first inquiry through my graduation and in memory of my father, Dr. Edward Almand Stephenson, always the consummate teacher and scholar, and mother, Eunice Ruth Stephenson, whose belief in me never waned. iv Table of Contents List of Tables......................................................................................................vi List of Figures ...................................................................................................vii List of Songs ....................................................................................................viii Chapter One Introduction and Purpose ..................................................................................1 Progressivism....................................................................................................3 Bloom’s Taxonomy............................................................................................5 Constructivism...................................................................................................7 Creativity Research ...........................................................................................8 Multiple Intelligences Theory...........................................................................10 Arts in Education .............................................................................................11 Music in the Classroom ...................................................................................16 Purpose of this Study ......................................................................................19 Overview of the Chapters................................................................................20 Chapter Two Literature Review ..............................................................................................21 Songwriting in Music Therapy .........................................................................21 Educational Applications of Songwriting..........................................................29 Educational Songwriting in Action ...................................................................37 Chapter Three Methodology: Creating the Portraits..............................................................38 Research Design.............................................................................................38 Selection of Participants..................................................................................41 Description of Sites .........................................................................................42 Data Collection................................................................................................47 Data Analysis ..................................................................................................48 Chapter Four Results: Portraits of the Songwriting Process..............................................52 Site One: On the Train of Creativity................................................................52 In the foothills of Virginia..............................................................................52 Getting the momentum going.......................................................................53 Keeping on track: “When in doubt, sing!”....................................................57 Site Two: The Building Blocks of Songwriting ................................................60 High up in the West Virginia hills. ................................................................60 A framework to go by...................................................................................62 A little bit of recorded history........................................................................70 v Site Three: The Country Music Songwriting Tradition ....................................75 A rich musical environment..........................................................................75 Seeing the pride and glow in their faces. .....................................................77 A toolbox of songwriting skills. .....................................................................79 “The Children Want to Be Heard.” ...............................................................94 Site Four: An Integrated Perspective in a Fragmented World ........................98 On the edge of a multicultural metropolis. ...................................................98 Cooperating to make something “really big” happen. ..................................99 The overwhelming responsibility of writing an opera. ................................101 Telling a story by singing. ..........................................................................105 Weaving the arts into the cloth of the curriculum. ......................................109 Chapter Five Conclusion: Reflections on the Portraits ....................................................113 Collaboration, Cooperation and Engagement ...............................................117 Voices of the Children ...................................................................................122 Authentic Learning Experiences....................................................................125 Reflections on Research ...............................................................................131 References ......................................................................................................135