Creative learning and communities of practice: Perspectives for music education in the school

Abstract

This article discusses processes and practices of creative learning in musical education in schools, reflecting on the contributions of this approach to the construction of communities of musical practice in the classroom. The discussion is based on a case study carried out in a primary school in Porto Alegre, in southern Brazil. In this study, the creative learning is triggered in group-composition activities, through collective musical presentation and criticism of the students’ productions. The music teacher created the conditions needed to establish an environment of social relations that favours the construction of a community of musical practice in the classroom. Over time, these forms of social participation configure an engaged and committed community of musical practice, sharing ways of making and thinking about music. Detailing this proposition, the role of the composition activities, presentation and critical in the articulating process between the dimensions of creative learning are analysed, considering the children’s perspective and the teacher’s role in this process, reflecting on opportunities for teaching music in schools.

Communities of Practice and Legitimate Peripheral Participation: A Literature Review

“…The most prevalent characteristic of CoPs within the literature is shared repertoire (Akerson, Donnelly, Riggs, & Eastwood, 2012; BeineKe, 2013; Boven, 2014; Clarke, 2009; Countryman, 2009; Waldron, 2009). According to Wenger (1998), the shared repertoire among a CoP includes routines, symbols, concepts, and actions.…”

Teaching creative music in El Sistema and after-school music contexts

“…Creative music education, in comparison, is a newer field. While the potential benefits of CMM are significant, and a growing body of research has examined creative music education in formal music education settings (e.g., Beineke, 2013;Bolden, 2009;Coulson & Burke, 2013;Hickey, 2009;Hickey et al, 2016), relatively little research has examined creative music education in El Sistema settings. Research is needed that illustrates how CMM can be incorporated into the music education programming of El Sistema.…”

Professional Learning Community’s of Teachers Conceptualization in the Context of Research of Learning Organization

“…Kiti mokslininkai analizuoja praktinius mokytojų profesinių besimokančių bendruomenių veiklos aspektus (Beineke, 2013;Bullough ir Baugh, 2008;Busher, 2005;Doolittle et al 2008;Williams, 2013).…”