ERIC Number: EJ1434819
Record Type: Journal
Publication Date: 2024-Aug
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0255-7614
EISSN: EISSN-1744-795X
Instrument Teachers' Practices, Beliefs, and Barriers Regarding Musical Creativity: Exploring the Creative Process of Interpretation
Jo Stijnen; Luc Nijs; Peter Van Petegem
International Journal of Music Education, v42 n3 p425-441 2024
Instrumental music teaching traditionally emphasizes the cognitive, motor, and motivational processes of score reproduction, often at the expense of creative musical activities, such as improvisation or composition. Since today's international art school curricula prominently include creativity competencies, opportunities to integrate creativity in instrumental lessons must be explored. This study investigates instrument teachers' conception of musical creativity: its scope, opportunities, and risks. About 273 teachers completed an online questionnaire on their use of creative class time, beliefs, and barriers to creative instrument teaching. Although the majority acknowledged the benefits of creative activities for score-playing, they invested little in improvisation and composition due to a lack of time and training in musical creativity. Teachers considered interpretation a valuable form of musical creativity, next to improvisation and composition, but questioned its feasibility in instrument lessons. Implications for instrument-teacher training are discussed.
Descriptors: Music Education, Musical Instruments, Teacher Attitudes, Teaching Methods, Beliefs, Barriers, Creativity, Creative Activities, Musical Composition, Foreign Countries, Music Teachers
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium
Grant or Contract Numbers: N/A