The purpose of this doctoral dissertation is to investigate what mechanisms produce a creative music education. The method used is based on critical realism where a social science phenomenon consists of empirica!events, operating mechanisms and the structures that produce them. I have ehosen to utilize creativity theory to investigate the different mechanisms that become evident when analyzing the empirical material in relation to problem-solving, flow, as weil as theory of play and games. The empirica1 material consists of group interviews with music teachers colleagues at an upper secondary school, and observations oftwo ensemble classes at two separate upper secondary schools during one term. Mechanisms that are found to produce a creative music pedagogue according to the thesis analysis chapter, are overriding based on authentic problems, intemalization and transformationalleaming, and by uniting intemal and externa!motivation. The survey's structures appear in the thesis introductory chapter. The discussion chapter gives a retroduction of the structures that make a creative music education possible. The structures are the role of the teacher, the role of the students, and the importance of intemalization of the musical tools. The focus is on both traditional roles and structures, and the contributions to the new rules that this thesis has discovered. These new rules, I have termed Svängrum, include two major themes: making something your own, i.e. one's own interpretation of another's work as intemalization, and making your own, i.e. autonomous leaming and your own creation. This results in the school's environment imbues a spirit of day-to-day leaming, where problem-solving activities motivate and make possible creative abilities, based on students' own engagement.
|Status||Publicerad - 2013|
- Pedagogik (50301)