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这项研究的目的是检测学生们对音乐创造力的评估,它关系到他们的能力对以后成为作曲家所起的作用。作品来自54个非音乐专业的学生创作,运用它们进行研究来作为作曲创造力的一种研究方法.独立的评委们一致同意:音乐创造力的评估以及学生们各自属于高、中、低创造力小组这样的归类.另外,学生们通过聆听5首作为范例的作品来完成创造力和技巧的评估(简称评估),对从评估而来的学生们的创造力和技巧的描述进行分类。对学生的描述进行X2检验法统计,产生出在高、中、低创造力组之间的重大的不同。高创造力组的学生比中、低创造力组的学生更可能多地引用音乐临时性因素来作为促进创造力和技巧的因素(p<.01);中、低创造力组的学生比高创造力组的学生更可能多的引用暗喻(p<.05)。
The purpose of this study is to test students’ assessment of musical creativity, which is related to their ability to later become composers. Works from 54 non-music majors create and use them as a research methodology for compositive creativity Independent jurors agree: Assessment of musical creativity and students’ high, medium, and low creativity In addition, the students classify creativity and skill assessment (referred to as assessment) by listening to five examples as examples, and classify the assessment of students’ creativity and skills. An X2 test statistic of student descriptions produced a significant difference between high, medium, and low creativity groups. Students in the High Creativity Group were more likely to cite music temporaries as contributing factors to creativity and skill than those in the Medium and Low Creativity groups (p <.01); Students in the Medium and Low Creativity Groups were more likely to Creativity students are more likely to cite multiple metaphors (p <.05).