A generative model of teachers' thinking on musical creativity

Odena, O. and Welch, G. (2009) A generative model of teachers' thinking on musical creativity. Psychology of Music, 37(4), pp. 416-442. (doi: 10.1177/0305735608100374)

74037.pdf - Accepted Version



This article 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 & Welch, 2007; Odena, Plummeridge, & Welch, 2005). 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 categorized 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 Taking into account other recent studies, previously unpublished data is examined and a generative model of how the teachers’ thinking about creativity might develop over time is suggested: the teachers’ past in-and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.

Item Type:Articles
Glasgow Author(s) Enlighten ID:Odena, Professor Oscar
Authors: Odena, O., and Welch, G.
College/School:College of Social Sciences > School of Education > Robert Owen Centre
College of Social Sciences > School of Social & Environmental Sustainability
Journal Name:Psychology of Music
ISSN (Online):1741-3087
Published Online:26 June 2009
Copyright Holders:Copyright © 2009 Society for Education, Music and Psychology Research
First Published:First published in Psychology of Music 37(4):416-442
Publisher Policy:Reproduced in accordance with the copyright policy of the publisher

University Staff: Request a correction | Enlighten Editors: Update this record