In this paper past and present controversies surrounding the meaning of the term ‘creativity’ are outlined and different approaches taken by previous studies on creativity are reviewed. In relation to this I suggest a four-fold framework (i.e. pupil-environment-process-product) is used when enquiring into music teachers’ views of creativity as they emerge during music activities.
|Journal||Goldsmiths Journal of Education|
|Publication status||Published - 2001|
- teachers' thinking
- music education
- educational research