An experimental study of the effects of improvisation on the development of children's creative thinking in music

Koutsoupidou, Theano; Hargreaves, David J.

doi:10.1177/0305735608097246

Cited by 131 publications

(98 citation statements)

References 23 publications

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“…Odena & Welch (2009) note that the term "creativity" is used in music education statutory guidelines in two different ways: a. describing composition/improvisation activities and b. highlighting the value of creativity as a desirable "thinking style". Therefore, although composition and improvisation still remain the main music creative activities, pupils' creativity can be expressed by a large number of other music activities such as performance, experimentation with musical instruments and sounds, as well as listening and exploring different sound sources (Koutsoupidou & Hargreaves, 2009).…”

Section: Creativity In Music Educationmentioning

confidence: 99%

Creativity in Greek Music Curricula and Pedagogy: An Investigation of Greek Music Teachers’ Perceptions

Zbainos¹,

Anastasopoulou²

2012

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Creativity's enhancement through education has been widely discussed and promoted in Greece, especially in the past few decades. In the music domain, teaching philosophy and practice seem to focus on ways that can encourage children to learn and apply their knowledge through creative music activities. This paper reports on the outcomes of a study undertaken with 112 general music teachers of different ages and scientific backgrounds, who teach in 235 primary and secondary schools in Greece. Being the first time that such research is being conducted in Greece, the main aim of the study was to reveal how Greek music teachers think, feel about, and influence pupils' creativity and the teaching conditions that may enhance or inhibit it. It is believed that such a study may contribute to the development of creativity enhancement projects through music teaching. The findings suggest that creativity is associated by Greek music teachers with a natural gift that cannot be addressed in all students, and can only be partly taught in music classroom. They also indicate that teachers do not have an explicit understanding of music creativity as well as creativity assessment, since most of them tend to assess students' creative performance on the basis on non musical criteria (i.e. participation, eagerness, etc.). Results also show that creative musical activities are more often applied in primary education, while in secondary education they are successively replaced by music theory and history. Finally, teachers' negative views about the music curriculum, textbooks and number of teaching hours are identified. Such findings lead to suggestions for numerous changes in music teachers' education, establishing training in teaching for creativity as a fundamental priority.

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Section: Creativity In Music Educationmentioning

confidence: 99%

Creativity in Greek Music Curricula and Pedagogy: An Investigation of Greek Music Teachers’ Perceptions

Zbainos¹,

Anastasopoulou²

2012

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“…However, it remains a matter of debate to what extent the beneficial effects of creative arts activities on cognitive skills are domain (music, drama, visual arts etc; e.g. Koutsoupidou and Hargreaves, 2009) and modality specific (e.g. spatial, verbal, visual etc.…”

Section: Introductionmentioning

confidence: 99%

Improvisation facilitates divergent thinking and creativity: Realizing a benefit of primary school arts education.

Sowden

Clements

Redlich

et al. 2015

Psychology of Aesthetics, Creativity, and the Arts

115

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The benefit of arts education for cultural engagement, wider academic achievement, and as a contributor to the creative economy is a subject of significant debate. In the present work we focus on the potential for simple arts-based improvisation activities to enhance divergent thinking skills and creativity in primary school age children. In a first experiment we compared the effect of children taking part in an improvised vs. non-improvised dance class on their subsequent performance on the Instances Task (Wallach & Kogan, 1965) and on a creative 'toy' design task. In a second experiment children took part in verbal and acting improvisation games or in matched control games before completing figural activity 1 of the Torrance Tests of Creative Thinking (Torrance, 1974). In both experiments we found that children who took part in the improvisation interventions showed better divergent thinking and creativity after the intervention. Our findings suggest that simple, arts-based improvisation interventions could have domain general benefits for creative cognition processes. Further, they indicate one way in which simply making better use of existing arts education provision could provide a cost-effective way to increase creativity relevant skills in primary school children. We consider putative mechanisms for the improvisation effects and specify directions for future work.

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“…Las metodologías más usadas incluyen el estudio de casos (Webster, 2012), los estudios etnográficos (Marsh, 2009), comparativos (Tate, 2001), de encuesta (Sun & Leung, 2013), de investigación en la acción (Rusinek, 2012), de investigación narrativa (Abramo & Austin, 2014), de metodología combinada (Welch et al, 2011) y los cuasi experimentos (Koutsoupidou & Hargreaves, 2009). A éstos hay que añadir otras tradiciones metodológicas de ámbitos académicos con interés hacia la educación musical como la psicología (Webster, 2009), la etnomusicología (Campbell, 2003), la musicoterapia (Bunt, 2012), los estudios de investigación artística basados en la práctica (Harrison, 2014) y la fisiología vocal e instrumental (Rosset i Llobet & Odam, 2007;Wilson & Roland, 2002).…”

Section: Consolidación Y Diversidad De Tradiciones Metodológicasunclassified

La investigación en educación musical dentro de las ciencias sociales. Reflexiones desde el Reino Unido.

Odenå

2015

Rev. Electrón. Complut. Investig. Educ. Music.

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Este artículo considera el papel de la investigación en educación musical dentro de las ciencias sociales desde una perspectiva global y ofrece algunos consejos prácticos para investigadores y para directores de proyectos 1 INTRODUCCIÓN: UNA DEFINICIÓN DE INVESTIGACIÓN EN CIENCIAS SOCIALESLa investigación educativa se considera un campo de investigación dentro de las ciencias sociales. Para explicar qué es la investigación en ciencias sociales a estudiantes de trabajo de fin de carrera suelo comparar la investigación social con el periodismo de investigación. La diferencia principal entre investigadores y periodistas se encuentra en la sistematización de sus procesos. Más allá de lo que pueda motivar a unos y otros, mientras que los periodistas buscan lo noticiable para comunicarlo, los investigadores sociales recogen información de una manera planificada para después estudiarla sistemáticamente, y a menudo sus resultados no son muy llamativos en términos periodísticos. En otras palabras, aunque la investigación social pueda reportar anécdotas muy noticiables, cuando éstas se producen tienen que contrastarse posteriormente mediante un proceso de recogida y análisis de datos robusto y sistemático que hace que a menudo los informes de investigación no sean de lectura general.El Manual de Frascati producido en la década de 1960 por la Organización para la Cooperación y el Desarrollo Económico, revisado periódicamente y traducido por la Fundación Española para la Ciencia y la Tecnología (FECYT, 2003) propone la siguiente definición de "investigación":La investigación y el desarrollo experimental (I+D) comprenden el trabajo creativo llevado a cabo de forma sistemática para incrementar el volumen de conocimientos, incluido el conocimiento del hombre, la cultura y la sociedad, y el uso de esos conocimientos para crear nuevas aplicaciones (FECYT, 2003, p. 30). 1 A fin de agilizar la lectura haré uso del género masculino aunque la intención sea referirme a individuos de ambos géneros.

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An experimental study of the effects of improvisation on the development of children's creative thinking in music

Cited by 131 publications

References 23 publications

Creativity in Greek Music Curricula and Pedagogy: An Investigation of Greek Music Teachers’ Perceptions

Creativity in Greek Music Curricula and Pedagogy: An Investigation of Greek Music Teachers’ Perceptions

Improvisation facilitates divergent thinking and creativity: Realizing a benefit of primary school arts education.

La investigación en educación musical dentro de las ciencias sociales. Reflexiones desde el Reino Unido.

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