LA COMPOSITION MUSICALE À L'ÉCOLE: DE L'EXPRESSION DE SOI À LA COMPÉTENCE DISCIPLINAIRE
Bibliographic record
Abstract
RESUME. Le volet composition occupe depuis 20 ans une place importante dans les programmes d'education musicale du Quebec et de l'Ontario. Le concept de creativite developpe en psychologie de la personne et en psychologie cognitive permet de faire une analyse des orientations qui sous-tendent le volet composition dans les programmes educatifs. Cette etude conduit a une meilleure comprehension de l'evolution de ce volet: d'une approche axee essentiellement sur l'epanouissement d'une personne creative, les programmes favorisent dorenavant le developpement de competences creatives, soit un ensemble de moyens de travail qui encouragent le developpement de la creativite. MUSICAL COMPOSITION IN SCHOOLS: FROM SELF-EXPRESSION TO COMPETENCE IN THE DISCIPLINE ABSTRACT. For the past 20 years, composition has occupied an important place in music education programs in Quebec and Ontario. The concept of creativity developed in psychology of the individual and cognitive psychology allows us to analyze the orientations that underlie the sphere of composition in educational programs. This study leads to a better understanding of the evolution of this discipline: from an approach centred essentially on the blossoming of the creative person, programs now favour the development of creative skills, in other words, methods of work that encourage the development of creativity.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.002 | 0.003 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".