Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.790981
Title: Approaches to creativity by Cypriot primary music teachers
Author: Makris, Stavros
ISNI:       0000 0004 8500 355X
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2019
Availability of Full Text:
Access from EThOS:
Full text unavailable from EThOS. Please try the link below.
Access from Institution:
Abstract:
This study aims to explore music teachers' perceptions of, and approaches to, creativity in the Cypriot Primary education. Data were collected through in-depth interviews with 10 individuals. The research methodology included a video elicitation technique that assisted the interviews, prompting discussion and establishing the basis for the participants' reflections. Subsequent analyses yielded evidence for the existence of tension between creativity and education, and the inappropriate use and approach of music as a curriculum subject. In particular, there appears to be (1) a lack of teaching time for music; (2) the subject is accorded a relatively poor status; and (3) successful performance in linguistic and mathematical thinking is perceived as intelligence. Nevertheless, the participants' conceptions regarding creativity in music education are in harmony with that expressed in contemporary scientific literature in terms of its development, as well as with the characteristics of the creative teacher and student. The study suggests that activities should include the promotion of the students' self-action and autonomy, and pedagogical initiatives that enable students to come up with original outputs in order to be creative. This understanding, in turn, provided the researcher with access to the teacher participants' perceptions of creativity: a multifaceted concept related to students' autonomy, initiative and the application of imagination and unrestrained thinking to any musical activity. Furthermore, the study suggests the evolutionary nature of participants' perception of creativity and sheds light on the elements influencing their approach to assessing creativity, which include: (1) the nature of the activity; (2) its location; (3) the teacher's instructions; (4) the implementation of other forms of art; which go along with the students' alternative and imaginative thinking and approach to the task; (5) the aesthetic pleasure derived from the output; (6) the students' genuine involvement and enjoyment of the activity, and (7) the students' age and musical background. Finally, the study provides implications for potential improvement at an individual level, an institutional level, an academic level and a societal level.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.790981  DOI: Not available
Share: