Key research themes
1. How can research methodologies be tailored to address the unique compositional process in music composition research?
This research theme centers on developing and refining methodological frameworks that align with the dual nature of music composition research—encompassing both creative praxis (the compositional artifact) and critical exegesis. Traditional qualitative methodologies often pose challenges when applied to composition due to the non-reliance on human participants and the intertwining of creative and intellectual activities. Advancing research designs specific to music composition facilitates clearer academic pathways for graduate students and enhances the intellectual rigor and validity of compositional research outputs.
2. What role do technology and computer-assisted tools play in innovative music composition practices?
This theme explores computational frameworks, software tools, and algorithmic systems designed to augment the composer’s creative practice. It investigates how interactive environments, corpus-based generation, and user-composer co-evolution within computer-assisted composition (CAC) platforms expand compositional possibilities, influence compositional cognition, and affect the practical aspects of musical creativity. The discussion bridges software design paradigms, cognitive models, and compositional workflows, illustrating evolving intersections between technology and creative agency in music composition.
3. How is contemporary composition pedagogy evolving to encompass diverse musical identities, technologies, and practices?
This theme investigates current shifts in composition education, focusing on how composition pedagogy increasingly integrates performance, music technology, and composers' multifaceted professional identities. It also addresses the challenges of adapting Western classical pedagogical models for popular music and other non-traditional musical idioms. Emphasizing student-centered, interdisciplinary approaches, this research area seeks productive models that embrace plurality, self-reflection, and technological fluency in musical creation and education.