In this subproject, creation processes and products are initiated as musical design tasks with a digital audio workstation (DAW) and investigated concerning conducive factors focusing on the learning goal of creative literacy in music (CLM).
In the production-oriented scenario, complexity-reducing musical pattern work (Roth, 2006; Schmidt-Oberländer & Jank, 2010) and non-linear, creativity-promoting playfulness (Schmid, 2019; Schmid & Doerne, 2020; Spring-Keller & Schmid, 2015) are embedded in a cooperative learning environment according to the sandbox or tinkeringprinciple (Resnick, 2012). The study pilots a generative sequencer tool and systematically interrelates the learning process and product quality in the research design. In the individual phase, the focus is on the elaboration of musical artefacts or the multi-stage creation processes (creation, reflection, re-creation) in the interplay of activating prior knowledge and generating innovative solution strategies (Gebauer, 2013). The influence of varied offer structures in the use of creative leeway (Kranefeld, 2021; Puffer & Hofmann, 2016; Rolle, 2010)as well as scaffolding structures (Buchborn & Theissohn, 2021) on learning success will then be examined. In a control group design, we will examine how the weighting of learner support affects the quality of the musical design products in terms of objectifiable convergence and innovative divergence (functionality/novelty) and learning success in the context of CLM.