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dc.contributor.authorOdena, O.
dc.contributor.authorPlummeridge, C.
dc.contributor.authorWelch, G.
dc.date.accessioned2011-08-11T08:01:03Z
dc.date.available2011-08-11T08:01:03Z
dc.date.issued2005
dc.identifier.citationOdena , O , Plummeridge , C & Welch , G 2005 , ' Towards an understanding of creativity in Music Education : A qualitative exploration of data from English Secondary schools ' , Bulletin of the Council for Research in Music Education , vol. 163 , no. 1 , pp. 9-18 .
dc.identifier.issn0010-9894
dc.identifier.otherPURE: 107256
dc.identifier.otherPURE UUID: 8ecf6302-b578-433f-8331-44b609cb667d
dc.identifier.otherdspace: 2299/4972
dc.identifier.otherScopus: 60949695863
dc.identifier.urihttp://hdl.handle.net/2299/6131
dc.descriptionAvailable online at: http://www.crme.uiuc.edu/[Full text of this paper is not available in the UHRA]
dc.description.abstractAdopting a qualitative approach, videotaped extracts of lessons on composition and improvisation with pupils aged 11-14 were used as a basis for discussion during in-depth interviews with six teachers. The investigation was divided into four stages: (1) examination of the meanings attached to the word “creativity” and review of previous studies, after which a four-fold framework for researching teachers’ perception of creativity in music education was put forward (Pupil-Environment-Process-Product); (2) discussion of the methodological assumptions underpinning the research, including issues relating to data collection and analysis; (3) examination of findings, and (4) implications. Two of the three original research questions are considered in this paper focusing on (a) how participants characterized creativity in their discourse, and (b) the differences of their perceptions compared with the literature. Twenty-eight categories and subcategories that complemented the four-fold framework emerged from the analysis of the interviews. Some of the categories and their educational implications are discussed with reference to the framework and the above research questions. The findings show that these teachers’ comments on practical issues, such as the pupils’ different learning styles and the problems related to under-resourced music departments, are to be rarely found in the music education literature.en
dc.language.isoeng
dc.relation.ispartofBulletin of the Council for Research in Music Education
dc.subjectmusic education
dc.subjectcreativity
dc.subjectqualitative
dc.subjectNVivo
dc.subjectsecondary
dc.subjectEngland
dc.subjectNational Curriculum
dc.titleTowards an understanding of creativity in Music Education : A qualitative exploration of data from English Secondary schoolsen
dc.contributor.institutionSchool of Education
dc.description.statusPeer reviewed
dc.relation.schoolSchool of Education
dcterms.dateAccepted2005
rioxxterms.typeJournal Article/Review
herts.preservation.rarelyaccessedtrue


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