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        A generative model of teachers' thinking on musical creativity.

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        Final Accepted Version (PDF, 340Kb)
        Author
        Odena, O.
        Welch, G.
        Attention
        2299/6135
        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. Transcripts were subsequently categorised 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 Taking into account other recent studies, previously unpublished data is examined and a generative model of how the teachers’ thinking about creativity might develop over time is suggested: the teachers’ past in- and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.
        Publication date
        2009
        Published in
        Psychology of Music
        Published version
        https://doi.org/10.1177/0305735608100374
        Other links
        http://hdl.handle.net/2299/6135
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        School of Education
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