How Children Ascribe Meaning to Improvisation and Composition: Rethinking pedagogy in music education

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Examining experiential differences between improvisation and composition in children's music-making (2000, methodology): “These included the use of triangulation of data sources, the children's ®nal re¯ections (see Burnard, 2000) and the use of independent referees to examine, reinterpret, reformulate and evaluate the reliability of the thematic categorisation of the data (Lincoln and Guba, 1985).”
Problem-Solving and Creativity: Insights from Students’ Individual Composing Pathways (2004, methodology): “Similarly, this article takes an international overview of studies conducted in England (Burnard, 1999, 2000a, 2000b, 2000c), Canada (Younker, 2000a, 2000b) and Australia (Burnard, 1995).”
Mapping Pathways: Fostering creativity in composition (2002, methodology): “Our shared research interest in how students compose and access to data banks which examine student’s composing in educational settings, led to setting up a joint project involving a comparative analysis of this data from previous research conducted in Canada (Younker, 2000a, b), England (Burnard, 1”