5. samples
variations
and covers
the composers and
motifs they’ve been
influenced by
Musicians use sources, too.
Both in purposeful and
unavoidable ways.
6. Yes, this could also
be said about
composing visuals,
No, composing words and etc. But I’m talking
composing music aren’t the same. music right now. I’ve
gotta focus
somewhere.
But they’re intriguingly similar, too.
7. In college, students take classes to
help them be effective composers.
“Rhetorical” aims are often
separated from “aesthetic” aims.
8. So, what if I talked to students in
both disciplines about their
composing practices?
What stories would they tell about
the effects they were going for, and
what kinds of sources they used?
9. And what would I learn if I observed
their composing and research
habits?
11. 1. What effects do students try to achieve in
their alphabetic and musical
compositions?
2. In what ways do students search for and
integrate sources into their work?
Did you catch that? I have two big
questions.
I bet students will surprise me with
the cool things they know and with
the surprising things they don’t
know.
And both can inform better
pedagogy.
12. 1. What effects do students try to achieve in
their alphabetic and musical
compositions?
2. In what ways do students search for and
integrate sources into their work?
• information literacy
• multimodal composition
• music composition
I’d rely on research from different • multiliteracy studies
fields and places to frame my • new media poetics
interview and observation data. • computers and writing
• intellectual property
studies
Mostly from rhetoric and
• interviews with
composition, but also lots from professional and amateur
elsewhere. composers
13. The End. (For now.)
Comment! Please! Either to kstedman
[AT] mail [DOT] edu
or at
http://tinyurl.com/disskyle
(That’s a pun.)
