Music Teachers Perceptions of Creativity: A Preliminary Investigation

Kladder, Jonathan; Lee, William

doi:10.1080/10400419.2019.1651189

Cited by 15 publications

(17 citation statements)

References 45 publications

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“…Esto confirma algunas sugerencias de estudios que afirman que es necesario conectar el currículo de música de la escuela con las experiencias, intereses y necesidades musicales vividas por sus estudiantes (Juntunen, 2014). Cuando el profesorado enfatiza el contenido a enseñar y no las posibilidades creativas de ese contenido, las actividades tienden a requerir un pensamiento convergente, en lugar de uno divergente que favorezca un diseño creativo (Kladder y Lee, 2019). A ojos del profesorado, las actividades más participativas y con un mayor despliegue de la imaginación en el alumnado podrían favorecer la creatividad grupal.…”

Section: Actividades Y Estilosunclassified

“…A pesar de esto, existe una brecha entre la teoría curricular y la práctica real de la creatividad en las aulas, en especial, en educación musical (Cremin y Chappell, 2021). Algunos estudios (Kladder y Lee, 2019) muestran que los modelos pedagógicos están predominantemente centrados en el profesorado, lo que podría ser contraproducente para fomentar la creatividad musical. Sin embargo, últimamente se ha ido produciendo una toma de conciencia sobre la creatividad musical en el aula (Kaschub y Smith, 2017).…”

Section: Introductionunclassified

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Educación musical, creatividad y tecnología: Un estudio exploratorio sobre estrategias docentes y actividades creativas con software ex novo

Galán

Giménez

2022

Rev. Electr. Educare

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Objetivo. Analizar las estrategias y las actividades creativas que el profesorado de música realiza en sus aulas mediante un software construido por las personas investigadoras que facilita la creación sonora colaborativa en contextos docentes. Método. El trabajo se ha realizado mediante un enfoque exploratorio-descriptivo a través de una experiencia didáctica desarrollada durante 12 semanas en aula y después se encuestó a 27 docentes de educación primaria y secundaria. La encuesta recogió información sobre actividades de aula realizadas, procesos creativos llevados a cabo, estrategias docentes adoptadas, recursos de aula y uso del software en las actividades. Resultados. Los resultados muestran: 1) un estilo directivo del profesorado; 2) unas actividades creativas que estuvieron limitadas en su mayoría a sonorización de imágenes y relatos; 3) una dedicación horaria en clase media-baja; 4) percepciones positivas sobre el trabajo cooperativo y la creatividad del alumnado; 5) una valoración positiva del software 6) un gran número de problemas de comprensión del software. Conclusiones. Se sugiere la necesidad de una mayor implicación del profesorado en los procesos creativos de composición, así como una mayor y mejor formación tecnológica de este.

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Section: Actividades Y Estilosunclassified

Section: Introductionunclassified

Educación musical, creatividad y tecnología: Un estudio exploratorio sobre estrategias docentes y actividades creativas con software ex novo

Galán

Giménez

2022

Rev. Electr. Educare

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“…A safe, welcoming environment was essential for creativity to occur. A "safe" environment was defined as a space where mistakes are accepted, risk taking is supported, students are not judged for their ideas, fearlessness is encouraged and modeled, multiple student perspectives are supported, and students are able to exist outside their comfort zones " (p. 402) Following this scrutiny of the learning environment, pedagogic practice that enhance creativity in music classrooms has been identified, including (1) student engagement, (2) autonomy, (3) classroom environment, (4) teacher facilitation and not least, and (5) curriculum and lesson plan development (Kladder & Lee, 2019).…”

Section: Related Literature and Analytical Frameworkmentioning

confidence: 99%

“…Most recently, the role of the learning environment has come under scrutiny (Kladder & Lee, 2019):A safe, welcoming environment was essential for creativity to occur. A “safe” environment was defined as a space where mistakes are accepted, risk taking is supported, students are not judged for their ideas, fearlessness is encouraged and modeled, multiple student perspectives are supported, and students are able to exist outside their comfort zones” (p. 402)…”

Section: Related Literature and Analytical Frameworkmentioning

confidence: 99%

The ecology for fostering the musical creativity of students with intellectual disabilities

Wong

2021

International Journal of Music Education

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Students with intellectual disabilities in Hong Kong are placed in special schools in their neighborhoods according to their categories of intellectual disabilities. Music teachers in these special schools implement a school-based music curriculum that includes the learning objective “creativity and imagination.” Reporting a qualitative multiple-case study with purposeful sampling and face-to-face interviews, this study poses the research question “What are the ecological elements for fostering the musical creativity of students with intellectual disabilities?” Respondents identify five elements as essential in fostering their students’ musical creativity: (1) opportunity for play and exploration; (2) providing support guidance and demonstration; (3) opportunity to develop a sense of engagement; (4) opportunity for making choices; and (5) providing positive reinforcement and feedback. A discussion of this data reveals how the dual impact of lacking professional training in music education for students with intellectual disabilities and cultural perspective diminishes respondents’ expectations of their students’ creative capacity.

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“…It would seem then that there is a need for qualitative reports on music teachers' perceptions of, and practices for, nurturing students' creativity in the Primary education as they remain a low priority. Exceptions are Snell's (2013) survey of instrumental music teachers' perceptions of the National Standards in New York, Zbainos and Anastasopoulou's (2012) report on Greek music teachers' perception of creativity, Fairfield's (2010) survey of teachers' creative thinking in Elementary general music, Kladder and Lee's (2019) investigation examining music teachers perceptions of creativity across K-12 and tertiary education contexts, and Odena's (2003) research on Secondary school music teachers. However, the first four studies used quantitative methodology, while the latter focused on Secondary education.…”

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confidence: 99%

Music Teachers' Perceptions of, and approaches to, Creativity in the Greek‐Cypriot Primary Education

Makris¹,

Welch²,

Himonides³

2021

Journal of Creative Behavior

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The purpose of this study was to explore music teachers' perceptions of, and approaches to, creativity in Primary education. Even though teachers' perceptions on creativity have been investigated broadly and extensively, qualitative research on music teachers' beliefs nurturing the students' creativity in Primary education are less common. In the present paper, data were collected through in-depth interviews with 10 individuals in the Greek-Cypriot Primary Education. The results of this exploratory study indicated that activities should include the promotion of the students' self-action and autonomy, and the pedagogical initiatives that enable students to come up with original outputs in order to be creative. This understanding, in turn, provided the researchers with access to the teacher participants' perceptions of creativity: a multifaceted concept related to students' autonomy, initiative, and the application of imagination and unrestrained thinking to any musical activity. These findings offer some initial insights and are discussed with respect to their implications for policy and practice. Suggestions for future research are also made.

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Music Teachers Perceptions of Creativity: A Preliminary Investigation

Cited by 15 publications

References 45 publications

Educación musical, creatividad y tecnología: Un estudio exploratorio sobre estrategias docentes y actividades creativas con software ex novo

Educación musical, creatividad y tecnología: Un estudio exploratorio sobre estrategias docentes y actividades creativas con software ex novo

The ecology for fostering the musical creativity of students with intellectual disabilities

Music Teachers' Perceptions of, and approaches to, Creativity in the Greek‐Cypriot Primary Education

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