Creative Processes in Children's Musical Compositions: A Review of the Literature

Henry, Warren

doi:10.1177/875512339601500103

Cited by 5 publications

(6 citation statements)

References 18 publications

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“…However, despite the acceptance that creativity is of great importance in teaching and learning in the subject of Music, it is often observed that teachers lack confidence in engaging students in creative activities and hardly include them in the music lesson (Henry, 1996; Dogani, 2004), often focusing solely on highly structured listening and performing activities, as well as music theory and notation (Odam & Paterson, 1999; Saunders & Baker, 1991). Why does this happen?…”

Section: Creativity and Music Educationmentioning

confidence: 99%

Fostering musical creativity in pre-service teacher education: Challenges and possibilities

Stavrou

2012

International Journal of Music Education

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Research regarding music teaching in primary school reveals generalist teachers' and student teachers' low musical abilities and low confidence in teaching Music, and even more, in including creative activities in music teaching. This article reports on a study which sought to create a fruitful and supportive environment that would allow 64 primary school student teachers participating in a sound stories' project, to unearth their creative skills and abilities, through active participation and direct experimentation with sound and music. The study focused on the exploration of the formation of student teachers' beliefs regarding the concept of musical creativity, as well as possible educational implications stemming from the processes, experiences and emotions student teachers went through during the project.

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Section: Creativity and Music Educationmentioning

confidence: 99%

Fostering musical creativity in pre-service teacher education: Challenges and possibilities

Stavrou

2012

International Journal of Music Education

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“…This has been the result of an extensive content analysis and the descriptive statistics it yielded. In this sense, this study complements review studies such as those of Running (2008), Henry (1996), Rohwer (1997), and more recently Chandler (2018), who have focused on creativity, composition, creativity assessment, and improvisation in elementary general music respectively. Secondly, and on a more interpretative level, we aim at understanding how the notion of improvisation, its role and value for musical practice, and its educative potential have been construed through these studies.…”

Section: Research Questionsmentioning

confidence: 57%

Mapping visions of improvisation pedagogy in music education research

Siljamäki

Kanellopoulos

2019

Research Studies in Music Education

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This systematic literature review aims to identify and critically examine the prevailing general trends of music education research that addresses issues of improvisation from 1985 to 2015. The study examined the main features of studies with impact that focus on musical improvisation and have been published in peer-reviewed music education journals. Data were organised on the basis of the following: 1) General publication features; 2) Topic; 3) Methodological approach; 4) Participant features; 5) Type of improvisation; 6) Definition of improvisation; 7) Findings; 8) Suggestions for practice. The study also takes a close look at the construction of the discourses through which improvisation has been framed in the field of music education, providing insights on how such discourses create particular pedagogical visions of improvisation. To this end, we have created a map of the different visions of improvisation pedagogy that the studied works point towards. These visions have been clustered in the following five categories: (i) from rupture of certainties to creative problematisation; (ii) return to the “natural” beginning—in search of humanness; (iii) improvisation as a learning tool; (iv) conserving and enlivening traditions; (v) improvisation as an impetus for creativity. The map proposed in this study is meant as a possible representation of the general trends that underpin music education research focusing on improvisation. This map can also be seen as a “tool” through which music educators can situate their practice and reflect on their particular ways of working with improvisation, possibly envisioning alternative ways forward.

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“…Ideas for including arranging in music classes, often coupled with composing (Brame, 2005; Bush, 2007; Randles, 2009), rarely stand alone as a focus of scholarship. Music researchers have directed more attention to composition and improvisation, enough to warrant extensive literature reviews on composition (Henry, 1996; Viig, 2015) and improvisation (Azzara, 2002; Azzara & Snell, 2016; Grasso et al, 2019). Recent handbooks contain numerous curricular suggestions for the inclusion of composition (Kaschub & Smith, 2013; Kerchner & Strand, 2016; Randles & Stringham, 2013) and improvisation (Burton & Snell, 2018; Holt & Jordan, 2008; Stringham & Bernhard, 2019) in the classroom.…”

Section: A Historical Perspectivementioning

confidence: 99%

Creative Musical Activities in Undergraduate Music Education Curricula

Piazza

Talbot

2020

Journal of Music Teacher Education

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Music education majors report low exposure to creative musical activities (CMAs) despite increased discourse surrounding the inclusion of CMAs in standards, curricula, publications, and practice. The purpose of this study was to compare preservice music teachers’ (PMT) and music teacher educators’ (MTE) experiences with CMAs. We used an anonymous survey instrument to explore definitions, perceived importance and preparedness, and the incorporation of CMAs within undergraduate music education curricula. MTEs and PMTs valued the inclusion of CMAs in preK–12 curricula, PMTs felt most prepared to teach arranging and least prepared to teach composing with their future preK–12 students, and PMTs valued and desired more opportunities to practice CMAs in undergraduate curricula. MTEs should consider integrating these activities as regular components in undergraduate music curricula.

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Creative Processes in Children's Musical Compositions: A Review of the Literature

Cited by 5 publications

References 18 publications

Fostering musical creativity in pre-service teacher education: Challenges and possibilities

Fostering musical creativity in pre-service teacher education: Challenges and possibilities

Mapping visions of improvisation pedagogy in music education research

Creative Musical Activities in Undergraduate Music Education Curricula

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