Xinyi Yuan, Yaoping Liu, Tassanee Laknapichonchat, Sri Suryanti
This study examines how to systematically incorporate psychological aspects in music composition teaching by using ‘Clear Autumn Sky’ as a model that affecting how students compose music and their outcomes. A cohort of 35 students (23 males, 12 females) from Years 7–9 participated in initial surveys and long-term self-evaluation through longitudinal video portfolios, utilizing a mixed-methods experimental design. A control group of 32 students (19 males, 13 females) of equivalent age participated in identical video-based self-evaluation activities. The findings indicate that the psychological approach significantly enhances students’ notational fluency, creativity, craftsmanship, and aesthetic sensitivity. Male students demonstrated greater success in collaborative settings, while female students responded more favorably to emotionally nuanced environments. Gender-based trends were observed. The results suggest that using psychological methods relevant to the situation can significantly increase overall compositional skills in school. This study presents a new way for music teachers to consider reconciling individual expression with group innovation in psychologically rich learning contexts. © 2026 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Department of Education and Society, Institute of Science Innovation and Culture, Rajamangala University of Technology Krungthep, Bangkok, Thailand; Institute of Science Innovation and Culture, Rajamangala University of Technology Krungthep, Bangkok, Thailand; Mathematics Education Department, Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya, Surabaya, Indonesia
