Abstract
This chapter explores the relationship of creativity to musical learning and pedagogy. In many current music curricula, creativity is assumed to be at the heart of what it means to behave musically and is thus at the heart of a pedagogy for developing a rich musical understanding. The chapter aims to place musical creativity in context through examining wider conceptions of creativity and models of the creative process. However, the notion of creativity is riven with ideological controversy such as the relative importance and sequence of developing technique versus expression. It is important for teachers to unpack and challenge their assumptions in this regard if they are to develop an approach to creativity. In this regard the chapter concludes by exploring some practical suggestions for facilitating creativity in the music classroom both in individual lessons and also in relation to continuity and progression over time.
| Original language | English |
|---|---|
| Title of host publication | Learning to Teach Music in the Secondary Classroom 4th Edition |
| Publisher | Routledge |
| Publication status | Accepted/In press (AAM) - 31 Mar 2025 |