This paper reports parts of the results of a study on secondary students’ motivational changes on musical composition after completing a compositional task. A total of 606 students from four secondary schools in Hong Kong responded to a set of pre- and post-activity questionnaires before and after completing a compositional task. A t-test was used to compare the mean score changes in motivation. In addition, a multiple-case study approach was undertaken to observe the class teaching of the schools, consisting of non-participant observations and reviewing video recordings. The nature of each of the different compositional tasks undertaken in various schools was reviewed, and each one’s relationship with the resultant motivational changes was examined. Results suggest that the teacher presentation, the nature of the composition tasks, and the level of structure may affect motivational changes. Using computers in a compositional task and students’ academic background are irrelevant to the students’ motivation changes.
[Copyright © 2008 USF CoTA School of Music.]