Creative Thinking in Music: Student-Centered Strategies for Implementing Exploration Into the Music Classroom

Abstract

Research suggests that exploratory experiences in the music classroom are a crucial developmental stage as students begin making the kinds of decisions required of them during composition and improvisation. The aims of this article are to (1) articulate a rationale for exploratory learning experiences in the music classroom and (2) outline practical strategies for using exploration as a foundation for compositional and improvisational development. Drawing on the research of Peter Webster, John Kratus, and Maud Hickey, this article outlines group and individual strategies for setting up a listening walk, introducing students to invented notation, scaffolding exploratory learning experiences in the classroom, and provides resources for extending these lessons into composition and improvisation instruction. Embedding exploration into the music classroom empowers students to develop the mental flexibility, disposition, and skills needed for improvising and composing.

Music for a Boss Fight: Creating for the Context of Video Game Worlds

“…Cooper (2005) suggests that students will be most successful with composition activities if they are given multiple encounters with composition; if they are guided by the teacher; if they are given constant encouragement and specific feedback; and if they are in a safe, supportive learning environment. Coss (2019) concurs that students need practice in exploring music, making aesthetic decisions, and notating music ideas. Therefore, teachers who are trying composition activities for the first time should be encouraged to not give up if the music products are not quite what was expected.…”

“…When I think of "creating music," I usually think of pitched instruments, but music can be created with drums, rhythm sticks, or body percussion. Students can be encouraged to use "six inch sound" to keep their instrument sound quiet and "ear breaks" can be used for everyone if the classroom gets too loud (Coss, 2019). Composition projects can be stretched over multiple class periods, and students can be encouraged to explore different forms of iconic notation for ease in saving and documenting their music ideas.…”

Features of the Development of Creative Thinking When Creating Electronic Music in Adolescents: Specialized Applications

“…The processes of music creation (composing or improvising) require aesthetic decisions based on divergent thinking. The transition to individual creative work shows students mental models of the composition or improvisation processes and also motivates them to work on individual choices (Coss, 2019). Aesthetic-musical awareness delimits a person's own perception of their ability to connect with music and emotions that it evokes.…”

Playful Centers in General Music

“…I also have rings of cards with listening questions, such as “If this music was a color, what color would it be? Why?” Coss (2019) also suggests including whiteboards in the listening center for students to doodle in response to their listening.…”