Extending zygonic theory to analyse patterns of musical influence between children creating pieces of music in groups, in England and Japan

Kagari Shibazaki, Adam Ockelford, Nigel A. Marshall

Research output: Contribution to journalArticle

Abstract

This article reports on initial exploratory trials of a methodological extension of zygonic theory, through which this psychomusicologically-based approach was used to analyse patterns of musical influence within pieces created by groups of primary school children aged 9–11 years in England and Japan. Previously, the theory had been used in educational and therapeutic contexts to gauge the musical impact of each participant on the other in one-to-one musical interactions. The preliminary findings reported here suggest that zygonically-derived analytical techniques may potentially be of value not only in defining children’s musical contributions and patterns of influence as they seek to create pieces in groups, but also in comparative studies that examine the potentially dissimilar improvisatory approaches adopted by different cohorts of pupils. It is further argued that zygonic measures of musical influence may be of value as inverse proxy measures of creativity.
Original languageEnglish
Pages (from-to)429-471
Number of pages43
JournalMusicae Scientiae
Volume17
Issue number4
DOIs
Publication statusPublished - 1 Dec 2013
Externally publishedYes

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Creativity
Proxy
Music
Pupil
England
Japan
Therapeutics
Musical Influences
Education
Primary School
Interaction
Comparative Study
School children
Cohort

Cite this

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Extending zygonic theory to analyse patterns of musical influence between children creating pieces of music in groups, in England and Japan. / Shibazaki, Kagari; Ockelford, Adam; Marshall, Nigel A.

In: Musicae Scientiae, Vol. 17, No. 4, 01.12.2013, p. 429-471.

Research output: Contribution to journalArticle

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