The construction of creativity: using video to explore secondary school music teachers’ views

Odena, O. (2001) The construction of creativity: using video to explore secondary school music teachers’ views. Educate~, 1(1), pp. 104-122.

Abstract

This paper is taken from research which seeks to illustrate how English secondary school music teachers view creativity. It explores methodological issues regarding the eliciting of the views of teachers regarding creativity, with particular reference to the use of videotaped extracts of lessons during in-depth semi-structured interviews. Various research designs and results from previous studies are examined and the implications pointed out. A pilot study using a theoretical four-fold framework (pupil-environment-process-product) is reported. A qualitative research design was used to allow teachers to reflect on their own ideas. Music lessons on composition and improvisation from three schools were observed and videotaped. The teachers were interviewed and asked to complete a ‘Musical Career Path’. The process of analysis was assisted by a software package for qualitative research (i.e. NUDIST). The conclusions presented some subcategories that supported the initial framework and exemplified the complexities in defining the term ‘creativity’, pointing to a need for further enquiry. It is suggested that the use of videotaped extracts of lessons for the purpose of discussion with participants during the interviews, proved beneficial in exploring the teachers’ views of creativity. This method may have relevance for both researchers and practitioners interested in teachers’ attitudes.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Odena, Professor Oscar
• Authors: Odena, O.
• College/School: College of Social Sciences > School of Education > Robert Owen Centre; College of Social Sciences > School of Social & Environmental Sustainability
• Journal Name: Educate~
• Publisher: Doctoral School at the Institute of Education, University of London
• ISSN: 1477-5557
• ISSN (Online): 2049-9558
• Copyright Holders: Copyright © 2001 The Authors
• First Published: First published in Educate~1(1)
• Publisher Policy: Reproduced under a Creative Commons License