Creativities in Music and Creativities through Music

Abstract

The important role that creativities play in children's cultural, social and emotional development has been well recognised. Nevertheless, studies have also revealed that creativity is often a neglected aspect in music education. Based on data collected through interviews with 10 music teachers, this chapter addresses the insufficient creativity in music education practice in Greek-Cypriot Primary education. The aim of this chapter is to offer an overview of the symbiotic weaknesses of the approach to creativities through music in Primary education in the Greek-Cypriot educational system, examining how music teaching has been deployed as a tool for strategic interests. In addition, it highlights the need for a change in mentality on the part of the agents that constitute the leaders and managers of the educational system in Greek-Cypriot Primary schools, shedding light on broader pedagogical aspects of the music lesson as vital for the development of creativities in music and through music.

ICT and music technology during COVID-19: Australian music educator perspectives

“…The correlational data suggest that those teachers who use online music resources (e.g., Spotify and iTunes) confidently engaged with online video resources in tandem ( Figure 4 ). These findings appear to present a profile of music educators as instructors who are moving beyond the traditional pedagogies, to embrace a range of new technologies that integrate video, audio, and related areas of learning in meaningful and accessible ways ( King et al, 2017 ).…”

“…Despite the increase in the development of new music technologies and the ongoing impact of ICT in society ( Japhet & Usman, 2018 ), many teachers continued to refine their understanding of music technology. For many, their knowledge of teaching and learning music with digital technology, combined with performing and creating music, is still developing ( King et al, 2017 ; Partti, 2017 ). Recent studies have sought to understand and interpret how music instructors worked with students in tertiary settings during COVID ( De Bruin & Merrick, 2022 ; Joseph et al, 2022 ; Schiavio et al, 2021 ).…”

“…We draw on United Nations Educational, Scientific and Cultural Organization’s ( UNESCO, 2021 ) definition of ICT as a “diverse set of technological tools and resources used to transmit, store, create, share, or exchange information.” We refer to music technology as “any existing or emerging digital device or tools, the use of hardware and/or software and/or web-based applications in any way to support learning about, the creation of, and the performance of music” ( Merrick, 2017 , p. 171). This study is timely, adding to the broader body of research relating to music teaching and learning globally during COVID-19, while specifically illustrating how Australian music educators responded to teaching across diverse and remote locations.…”

“…Although many publications reference the multifaceted dimensions of ICT and music technology in learning ( King et al, 2017 ; Ruthmann & Mantie, 2017 ), only a few studies have explored the usage and integration of ICT in music education ( Eyles, 2019 ; Merrick, 1995 ; Partti, 2017 ; Savage, 2010 ). There is a growing need to understand teachers’ perceptions, integration, and engagement with ICT through pedagogy and learning to enhance professional practice ( Khan & Markauskaite, 2018 ).…”