The influence of teachers' backgrounds on their perceptions of musical creativity: A qualitative study with secondary school music teachers

Abstract

This paper examines the relationship between six secondary school teachers' backgrounds and their perceptions of musical creativity. A unit of work involving composition and improvisation activities with pupils aged 11-14 was videotaped for each teacher. Participants were invited to comment on the videotapes during interviews, which were subsequently analysed using content analysis with the assistance of the computer programme NVivo. Teachers were also asked to reflect on specific instances that had shaped the direction of their musical outlook by completing a Musical Career Path questionnaire. It was observed that their experiences fell into three strands, namely musical, teacher-education, and professional teaching. The influence of these strands on the teachers' thinking is discussed in four sections that refer to a four-fold framework outlined from the literature review: their perceptions of (a) creative pupils, (b) an environment that fosters creativity, (c) the creative process, and (d) creative musical products. Data analyses indicate that the most influential strand is 'musical'. Participants with composing experience and practical knowledge of different music styles were more articulate at describing the environment for creativity and how this might be assessed in pupils' work. Educational implications based on these findings are considered in the conclusion.

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

“…Así por ejemplo comisionados norteamericanos como Johnson y Orman se han centrado en enfoques metodológicos cuantitativos (Johnson & Tast, 2014;Orman, 2011) mientras que comisionados europeos y australianos con otras tradiciones han desarrollado enfoques cualitativos y de metodología combinada (Barrett, 2012;Mota, 2012;Odena, 2013aOdena, , 2014aOdena & Burgess, 2015;Odena & Welch, 2007). …”

A generative model of teachers’ thinking on musical creativity

“…The influence of teachers' musical and professional experiences on their perceptions of creativity A detailed examination of the Musical Career Paths and interview transcripts revealed that participants' experiences could be summarised as falling within three strands: Musical, Teacher education and Professional teaching strands (Odena and Welch, 2007). Experiences in the Musical strand included their own music education at school and undergraduate level, as well as all their current and past musical activities out of school.…”

“…cit., 2005;Odena and Welch, 2007) the perceptions within the PEPP areas should not be generalised: teachers would develop their own slightly different versions depending on their past experiences, current working context and teaching, and potentially, any other musical activities undertaken outside school.…”

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Abstract: This article draws on and extends a four-year investigation of creativity in music education with particular reference to the perceptions of six secondary school teachers (Odena & Welch, 2007;Odena, Plummeridge, & Welch, 2005). A comprehensive review of recent literature in musical creativity is provided, which complements and reinforces the theoretical framework of the original study.

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Crianças como críticos musicais em sala de aula: processos intersubjetivos na aprendizagem criativa

“…Na área de educação musical, a composição musical é considerada atividade privilegiada para o desenvolvimento criativo (BURNARD, 2006. HICKEY, 2003WELCH, 2007), entendendo-se que os estudos sobre a criatividade podem fundamentar teoricamente o ensino e a aprendizagem da composição musical na educação musical. Entretanto, os autores reconhecem que o desenvolvimento criativo não se manifesta exclusivamente em atividades de composição.…”