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It synthesizes relevant literature on music education and social development, then reports analysis of seven collaboration-related learning behaviours using mixed methods. Findings emphasize the influence of gender and group composition on task behaviours, confirming prior research. 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It aimed to understand how collaboration in classroom music activities relates to student social development.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were data collected and analysed?",{"text":117,"@type":113},"The research used a mixed methods approach, collecting quantitative and qualitative data through classroom observations, surveys, and student learning journals. Data were analysed through thematic induction.",{"name":119,"@type":110,"acceptedAnswer":120},"Which factors did the findings pay particular attention to?",{"text":121,"@type":113},"The findings focused on gender and group make-up and how these relate to discrepancies between groups. 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Recent literature regarding music education and social development are presented and the design of the research described. Analysis of data regarding seven learning behaviours that are characteristic of collaboration are explored and findings presented with particular attention to gender and group make-up. This paper confirms earlier research in the area and highlights the role for music creation tasks in the development of a range of social skills. Whilst limited by the scope of this study, of particular note are those data regarding the functionality or otherwise of gender groupings on task outcomes and the collaborative behaviours demonstrated by participants.  \nKey words: music, collaboration, social skills, primary school.  \nAustralian Journal of Music Education 2014:1, 3-14  \nIntroduction  \nThis paper explores the findings of a 2013 research study into the learning behaviours of middle primary students in a collaborative music creation task. The study was located in a northern Tasmanian government primary school and the findings have the potential to inform the ways in which teachers structure music creation tasks for the classroom. Whilst the study focussed on a range of learning behaviours characteristic of collaboration, such as ‘conversation’,‘negotiation’, and ‘sharing materials’, the findings indicate that the gender make-up of groups may have considerable effect on these behaviours.  \nThe genus of this study may be found in a desire to explore the impact of collaborative  \nmusic tasks on social development. There is a developing body of research regarding the impact of Music education on student social skills (Allsup, 2003, 2011; Gooding, 2009; Hallam, 2002, 2010; Reissman, 1998; Robinson, 1999; Scully & Howell, 2008) and this research builds on these studies. For the purposes of this study the term‘collaborative’ was used to describe any task that requires students to engage with at least one other student, and ‘social development’ was used to describe improvement in social etiquette, skills and behaviours. A mixed methods study, this research collected both quantitative and qualitative data, using classroom observations, surveys and student learning journals, and data were analysed through thematic induction.  \nThe findings are limited by the scope of the project, focusing on a single task in a single school with twelve student participants, however they do support earlier research and there is much scope for these findings to be expanded through larger studies. While there was an overall majority of positive collaborative behaviours displayed by participants in this study, there were considerable discrepancies between groups. As each group consisted of a different gender makeup, it is suggested that gender had an impact on the differences in behaviours displayed by each group, and that middle primary students work more positively in collaborative music tasks when grouped with the same gender, and boys particularly so. Similar findings have already been presented by Abramo (2011) and Burland and Davidson (2001), who suggest that same-gender groupings can be more functional than mixed gender groupings.  \nLiterature  \nPrevious studies have shown that involvement in collaborative music activities can have a positive impact on social development and classroom atmosphere. This may occur through deliberate pedagogical decisions made by teachers (Gooding, 2009; Scully & Howell, 2008) or as a result of engaging with peers in a music context (Allsup, 2003, 2011; Devroop, 2012; Hallam, 2","cbCaiqFkxaD4rwdH","https://ap.wps.com/l/cbCaiqFkxaD4rwdH","pdf",110172,12,"English","# Abstract\n# Introduction\n# Literature","[{\"question\":\"What was the focus of the 2013 research study?\",\"answer\":\"The study examined learning behaviours of middle primary (Grade 3/4) students during a collaborative music creation task. It aimed to understand how collaboration in classroom music activities relates to student social development.\"},{\"question\":\"How were data collected and analysed?\",\"answer\":\"The research used a mixed methods approach, collecting quantitative and qualitative data through classroom observations, surveys, and student learning journals. Data were analysed through thematic induction.\"},{\"question\":\"Which factors did the findings pay particular attention to?\",\"answer\":\"The findings focused on gender and group make-up and how these relate to discrepancies between groups. The study suggests same-gender grouping, especially boys, supported more positive collaborative behaviours.\"}]","The collaborative learning behaviours of middle primary school students in a classroom music creation activity | PDF",1792077593]