ABSTRACT

This research investigates the creative process in music composition among International Baccalaureate Diploma Program students, specifically those, three students in Higher Level (HL) and one student in Standard Level (SL) music courses. Utilizing Jean Piaget’s cognitive theory, which includes concepts like assimilation, accommodation, and equilibration. The study analyzes the creative process across four stages: Musical Practice (composition creation), Informed Musical Practice (acquiring relevant knowledge), Informed-Reflective in and Through Practice (structured reflection), and the final composition. A qualitative approach with Art Practice as Research is employed, involving observations, interviews, and explorations with four students (three HL and one SL). The findings show that, students start with prior knowledge (assimilation) and adapt (accommodation) during music composition assessments. They endure challenges to reach their own equilibrium, which varies for each student and is reflected in their IB assessment results.

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