University of Hertfordshire

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A generative model of teachers' thinking on musical creativity.

Research output: Contribution to journalArticlepeer-review


  • O. Odena
  • G. Welch
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Original languageEnglish
Pages (from-to)416-442
JournalPsychology of Music
Publication statusPublished - 2009


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 Taking into account other recent studies, previously unpublished data is examined and a generative model of how the teachers’ thinking about creativity might develop over time is suggested: the teachers’ past in- and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


Original article can be found at : Copyright Society for Education, Music and Psychology Research

ID: 107511