may have affected the understanding of the musical concepts. Finally, the motivation

provided by the use of colored pencils and mallets may have increased student interest

in the project.

       Previous research suggests that use of color materials may increase student

retention and music notation reading. The current study indicated this may be true as

students notate and perform their own compositions. Further research is needed to

corroborate these findings.

     Results of this study may be useful to elementary music educators. Using the

guided composition process with color materials provides students the opportunity to

compose and perform successfully. Music educators need not be hesitant to teach

composition, even to the youngest of students. If providing students with the aid of color

notation and mallets increases their accuracy, educators should consider utilizing this

teaching method.

     As the teacher-research in this study, these findings are especially useful to me.

Student performances were more accurate when using color materials, and teaching

the concepts involved in the composition process was made easier. Coordination of

colors between the notation and the mallets was useful when referring to a pitch with

the group using color materials. Guided composition with color materials is a teaching

method I intend to continue using with young students who have little experience with

notation. As students master the concepts involved in composing, notating, and

performing their own music, color materials may no longer be needed.