Developing a framework for the study of teachers’ views of creativity in music education.

dc.contributor.author	Odena, O.
dc.date.accessioned	2011-08-11T08:01:08Z
dc.date.available	2011-08-11T08:01:08Z
dc.date.issued	2001
dc.identifier.citation	Odena , O 2001 , ' Developing a framework for the study of teachers’ views of creativity in music education. ' , Goldsmiths Journal of Education , vol. 4 , no. 1 , pp. 59-67 .
dc.identifier.issn	1369-3794
dc.identifier.other	dspace: 2299/4951
dc.identifier.uri	http://hdl.handle.net/2299/6134
dc.description.abstract	In this paper past and present controversies surrounding the meaning of the term ‘creativity’ are outlined and different approaches taken by previous studies on creativity are reviewed. In relation to this I suggest a four-fold framework (i.e. pupil-environment-process-product) is used when enquiring into music teachers’ views of creativity as they emerge during music activities.	en
dc.format.extent	245221
dc.language.iso	eng
dc.relation.ispartof	Goldsmiths Journal of Education
dc.subject	creativity
dc.subject	framework
dc.subject	pupil
dc.subject	environment
dc.subject	process
dc.subject	product
dc.subject	teachers' thinking
dc.subject	music education
dc.subject	educational research
dc.title	Developing a framework for the study of teachers’ views of creativity in music education.	en
dc.contributor.institution	School of Education
dc.description.status	Peer reviewed
rioxxterms.type	Journal Article/Review
herts.preservation.rarelyaccessed	true