Abstract
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.
| Original language | English |
|---|---|
| Pages (from-to) | 59-67 |
| Journal | Goldsmiths Journal of Education |
| Volume | 4 |
| Issue number | 1 |
| Publication status | Published - 2001 |
Keywords
- creativity
- framework
- pupil
- environment
- process
- product
- teachers' thinking
- music education
- educational research