A generative model of teachers' thinking on musical creativity

Abstract

This paper 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, Plummeridge and Welch, 2005; Odena and Welch, 2007). 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. Taking into account other recent studies, previously unpublished data is examined and a generative model of how the teachers’ thinking about creativity might develop over time is suggested: the teachers’ past in- and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.