Recognizing creativity in the music classroom

Abstract

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Primary school teachers’ conceptions of creativity in teaching English as a foreign language (EFL) in China

“…Data were collected through questionnaires and a follow-up interview. All 26 participants were asked to complete a questionnaire consisting of 17 open-ended questions (see Appendix A), which was modified and developed from the one used with British teachers (see, for example, Howell, 2008;Bolden et al, 2010;Kokotsaki, 2011;Newton, L. & Beverton, 2012;and Kokotsaki & Newton, 2015). Any particular issues with the use of this Following the questionnaire, 10 teachers further participated in an interview to provide richer data on teachers' conceptions of creativity.…”

“…It is crucial to realise the important role of cultural and social environment on valuing and developing creativity (Amabile, 1982(Amabile, ,1983(Amabile, ,1996Simonton, 1984Simonton, ,1992Simonton, ,1994Csikszentmihalyi, 1996;Amabile & Conti, 1997;Niu & Sternberg, 2003;Newton, D., 2012b;Gauntlett & Thomsen, 2013;Kokotsaki & Newton, 2015). Cultural variation may result in different desirable behaviours in different contexts (Newton, D., & Newton, L, 2009;Newton, D. & Donkin, 2011;Kokotsaki & Newton, 2015).…”

“…It is crucial to realise the important role of cultural and social environment on valuing and developing creativity (Amabile, 1982(Amabile, ,1983(Amabile, ,1996Simonton, 1984Simonton, ,1992Simonton, ,1994Csikszentmihalyi, 1996;Amabile & Conti, 1997;Niu & Sternberg, 2003;Newton, D., 2012b;Gauntlett & Thomsen, 2013;Kokotsaki & Newton, 2015). Cultural variation may result in different desirable behaviours in different contexts (Newton, D., & Newton, L, 2009;Newton, D. & Donkin, 2011;Kokotsaki & Newton, 2015). Amabile (1982Amabile ( ,1983Amabile ( ,1996Amabile & Conti, 1997) summarises the effects of society on creativity as 'the social environment, including a society's educational system, overall classroom climate, school and work environment, and family, could be important resources to facilitate or inhibit a person's creativity' (Niu & Sternberg, 2003, p.104).…”

Assessment of Creativity in K‐12 Education: A Scoping Review

“…Survey results indicated that while these teachers valued creativity, and thought they were assessing it, they were actually assessing musical knowledge. Kokotsaki and Newton () asked 17 pre‐service secondary music teachers in the UK to holistically assess the creativity of nine student‐produced musical compositions. The music compositions were rated as highly creative when they were appropriate to the task, and used a range of musical elements and devices, while imagination, originality, and variety were identified to a lesser extent as significant criteria.…”

“…Newton () found that teachers identified answers that were ‘correct’ as creative. Kokotsaki and Newton () found that teachers rated student products as creative when they were appropriate to the task, while imagination, originality, and variety featured to a lesser extent as significant criteria. These studies demonstrate a strong bias in favour of convergence over divergence in teachers’ creativity assessments.…”