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A generative model of teachers’ thinking on musical creativityQUEEN'S UNIVERSITY, BELFAST, UK, o.odena{at}qub.ac.uk
UNIVERSITY OF LONDON, UK, g.welch{at}ioe.ac.uk 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. A qualitative approach was used for data gathering, including a video elicitation interview technique and Musical Career Path questionnaires. Transcripts were subsequently categorized using NVivo. Taking into account other recent studies, previously unpublished data is examined and a generative model of how the teachers’ thinking about creativity might develop over time is suggested: the teachers’ past in-and out-of-school experiences and their daily classroom teaching shape their perceptions of musical creativity; this occurs as a continuing interaction that has the potential to modify the teachers’ perceptions over time. Educational implications are considered in the conclusion.
Key Words: England • NVivo • secondary school • composing • perceptions • model • qualitative methods
This version was published on October
1, 2009 Psychology of Music, Vol. 37, No. 4,
416-442 (2009) |
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