Music Composition for Creative Thinking

2013 ◽  
pp. 364-378
Author(s):  
Maria Maddalena Erman
Keyword(s):  
Global Education ◽  
Music Composition ◽  
Creative Thinking ◽  
Educational Experiences ◽  
Reading And Writing ◽  
Static Culture ◽  
Original Musical ◽  
Creative Pedagogy ◽  
New Thinking ◽  
Teaching Learning

Music composition may be used as a tool for the development of creative thinking; it can be considered an “exercise of imagination,” and it can offer new operative ways to develop interdisciplinary processes and to promote communicative, cognitive, cultural, aesthetic, and emotional functions. The author of this chapter introduces a report of educational experiences of music composition with pupils in Primary School where, through socio-constructivist learning, the students acquire new ways of reading and writing music and begin to elaborate a different score for new and original musical compositions, written, composed, and performed directly by children. This musical experience has the goal of using a “creative” teaching/learning process that contributes to the individual’s global education. This musical work on music composition is considered an appealing open project because of its formative nature and various applications: it develops a creative pedagogy which doesn’t transmit a static culture, but rather provides new thinking processes and new interaction modalities.

Music Composition for Creative Thinking

2013 ◽  
pp. 1473-1487
Author(s):  
Maria Maddalena Erman
Keyword(s):  
Global Education ◽  
Music Composition ◽  
Creative Thinking ◽  
Educational Experiences ◽  
Reading And Writing ◽  
Static Culture ◽  
Original Musical ◽  
Creative Pedagogy ◽  
New Thinking ◽  
Teaching Learning

Music composition may be used as a tool for the development of creative thinking; it can be considered an “exercise of imagination,” and it can offer new operative ways to develop interdisciplinary processes and to promote communicative, cognitive, cultural, aesthetic, and emotional functions. The author of this chapter introduces a report of educational experiences of music composition with pupils in Primary School where, through socio-constructivist learning, the students acquire new ways of reading and writing music and begin to elaborate a different score for new and original musical compositions, written, composed, and performed directly by children. This musical experience has the goal of using a “creative” teaching/learning process that contributes to the individual’s global education. This musical work on music composition is considered an appealing open project because of its formative nature and various applications: it develops a creative pedagogy which doesn't transmit a static culture, but rather provides new thinking processes and new interaction modalities.

scholarly journals EFL students’ responses to learning basic reading and writing skills

2018 ◽  
Vol 5 (1) ◽  
pp. 40-53 ◽  
Author(s):  
Syayid Sandi Sukandi ◽  
Dian Noviani Syafar
Keyword(s):  
English Education ◽  
Writing Skills ◽  
Literary Texts ◽  
Study Program ◽  
Reading And Writing ◽  
Academic Texts ◽  
Basic Reading Skills ◽  
West Sumatra ◽  
Efl Students ◽  
Teaching Learning

This research presents the responses from Indonesian EFL students to teaching-learning basic reading and writing skills in the context of Indonesian higher education. The 120 respondents, who completed questionnaires, were students enrolled in Writing 1 and Reading 2 courses in the English Education Study Program of the Teachers Academy in West Sumatra [STKIP PGRI Sumatera Barat]. There were four findings from the survey, namely: 1) EFL students preferred studying reading (37%) more than writing (27%), 2) EFL students read about the same amount of literary texts (25%) as they did popular texts (23%) and academic texts (22%), 3) grammar and spelling are the most difficult aspects for EFL students to learn with 33% having difficulty with basic reading skills, and 53% with basic writing skills, and finally 4) EFL students prefer to open a dictionary when they encounter difficult words in reading a text (62%) and do the same when they have difficulties in expressing their thoughts in writing English (38%). These findings show that EFL students have a variety of responses in terms of learning basic reading and writing in EFL English. In addition, the findings show that the tendency of EFL students to prefer reading to writing is relatively high.

Music Composition and Kyosei

2019 ◽  
pp. 194-213
Author(s):  
Michele Ellen Kaschub
Keyword(s):  
Music Education ◽  
Learning Community ◽  
Music Composition ◽  
Teaching And Learning ◽  
Program Planning ◽  
Teacher Educator ◽  
Project Based Learning ◽  
Professional Relationships ◽  
School Students ◽  
Teaching Learning

The spirit of cooperation central to kyosei is a critical component in the creative corners of American music education. This chapter will describe a project that involved the creation of a hybrid space where a music teacher-educator and practitioner worked with pre-service teachers and middle school students to explore teaching and learning music composition. By recasting who is considered an expert, rethinking institutional boundaries, and immersing in project-based learning on multiple levels, teacher education programs and schools can better identify their challenges and explore possible solutions. Though not part of initial program planning, the principles of kyosei were evidenced in the evolution of complex understandings developed prior to and throughout the project, in the inclusive nature of project-based learning by pre-service teachers and music students, and in the professional relationships—and, ultimately, the friendships—that emerged as the teaching-learning community matured.

Development of Metacognition in Higher Education

2017 ◽  
pp. 22-42 ◽  
Author(s):  
Maizam Alias ◽  
Nor Lisa Sulaiman
Keyword(s):  
Higher Education ◽  
Creative Thinking ◽  
Academic Career ◽  
Educational Experiences ◽  
Success Factor ◽  
Full Potential ◽  
Life Challenges ◽  
Explicit Teaching ◽  
Thinking Processes ◽  
Key Success Factor

Metacognition promotes critical and creative thinking, enabling an individual to generate more options to problem solutions, better judgments and decision makings. It is thus, the key success factor for dealing with academic, career and life challenges. Although it can be improved through teaching, explicit teaching of metacognition is not prevalent in higher education as it is often assumed that metacognition is already acquired through previous educational experiences. This assumption may be true for some but lacking in others as both knowledge disseminators (teachers) and recipients (learners) are unable to access and assess their own thinking processes to optimize their thinking efficiency. As a consequence, there are learners in higher education who do not develop their full potential. The aim of this paper is to discuss the concepts in metacognition and strategies that can be adopted to promote the development of metacognition among higher education learners.

Promoting children’s creative thinking through reading and writing in a cooperative learning classroom

2020 ◽  
Vol 36 ◽  
pp. 100663
Author(s):  
Rafael Ibán Segundo Marcos ◽  
Verónica López Fernández ◽  
María Teresa Daza González ◽  
Jessica Phillips-Silver
Keyword(s):  
Cooperative Learning ◽  
Creative Thinking ◽  
Reading And Writing

scholarly journals Making a MEAL out of a Global Professional Learning Community: A transformative approach to global education

2014 ◽  
Vol 6 (3) ◽  
pp. 31-48
Author(s):  
Cathryn MacCallum ◽  
Insiya Salam
Keyword(s):  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Global Education ◽  
Creative Thinking ◽  
Interdisciplinary Approach ◽  
Learning Approaches ◽  
Global Learning ◽  
Whole School ◽  
Transformative Approach

The implementation of global education in schools has, despite the plethora of differenttermsusedtodescribeit, beendefinedbyanapproachthatensuresglobal issuesareembedded(1)inthecurriculum(asubject-specificapproach),(2)across all subject areas (an interdisciplinary approach), and (3) in the school's ethos (a 'whole-school approach'). The means by which each of these three approaches has been implemented, however, have been far less cohesive. This paper will argue that one potential tool is extending the Professional Learning Community (PLC) model to focus on the global (i.e.creating a Global Professional Learning Community [GPLC], also known as a Networked Learning Community). We suggest that this form of collaborative working is a vital tool in creating effective policy and shared practice for global learning. Moreover, its methods incorporate the key values of the global learning ethos: participation, inclusion, and critical and creative thinking. The paper explores this premise through the analysis of Sazani Associates' GPLC, established over a period of ten years and incorporating approximately 40 schools in both Wales and Zanzibar. It focuses on how the GPLC has developed through peer exchange, skill sharing, continuous professional development, and a critical learning approach to evaluation in both localities. This paper explores how this GPLC contributes to the quality of education from a Northern and Southern perspective, and how it counters the tension between the aims of global learning approaches and their more prescriptive means. It also considers the role of critical reflection in measuring a transformative approach to learning, where both educators and pupils are able to explore the global in a structured yet holistic way.

scholarly journals Dimensions of Creativity in Secondary School High-Ability Students

2021 ◽  
Author(s):  
Núria Arís Redó ◽  
Mª Ángeles Millán Gutiérrez ◽  
José-Diego Vargas Cano
Keyword(s):  
Secondary School ◽  
Significant Relationship ◽  
Creative Thinking ◽  
Secondary School Students ◽  
High Ability ◽  
School Students ◽  
Scientific Creativity ◽  
Future Studies ◽  
Teaching Learning ◽  
High Ability Students

Abstract: Abstract: The objective of this article is to analyze the dimensions of creativity concerning students with high abilities. Firstly a review of the most relevant scientific contributions on creativity is carried out. Next the dimensions of creativity in secondary school students who have been previously identified as high- ability students are analyzed. Those abilities associated to di-vergent thinking were assessed by means of the Torrance Test of Creative Thinking [19]. The flu-ency, flexibility and originality dimensions were assessed with the Scientific-Creative Thinking Test (TPCC, [7]). The results obtained evidence that high-ability students achieve greater scores in both the figurative creativity and scientific-creativity dimensions. A significant relationship between creativity and high ability can therefore be established. This study is of an exploratory nature and the results obtained contribute to develop future studies in application of its findings in the teaching-learning process..

scholarly journals Assessment Of Efficacy of Lab-Based Learning In Enhancing Critical Thinking And Creative Thinking Among Learners

2020 ◽  
Vol 4 (1) ◽  
pp. 14-29
Author(s):  
Dipesh Karki ◽  
Roshee Lamichhane
Keyword(s):  
Critical Thinking ◽  
Treatment Group ◽  
Creative Thinking ◽  
Design Thinking ◽  
Thinking Skills ◽  
Control Group ◽  
Difference In Differences ◽  
Standard Difference ◽  
Teaching Learning ◽  
Critical And Creative Thinking

Abstract With technological innovations happening at workplaces, 21st century organizations demand competencies in thinking creatively and critically. These two skills will potentially help prospective employees become confident individuals, concerned citizens, self-directed learners, and active professionals. In this context, it becomes imperative to overhaul the lecture-based and banking model of the traditional pedagogical approach in order to impart such skills among undergraduate and graduate students. To address this issue, a lab-based teaching-learning method focused on problem-solving and design thinking was introduced at OAMK Labs in Finland. This study assesses the efficacy of lab-based learning in enhancing creativity and critical thinking among students from engineering, management, and science backgrounds of Kathmandu University, Nepal. The study was conducted in a workshop setting using a randomized control trial (RCT) where participants were divided into control and treatment groups. Participants in treatment group took part in a design thinking workshop that applied lab-based learning pedagogy, while those in the control group were given some reading material on improving creativity and critical thinking. Standard tests on both critical and creative thinking in a pre- and post-stages were administered to both groups. Data was analyzed using standard Difference-in-Differences technique. The results showed that while the level of critical thinking improved significantly, among the learners in treatment group alone, the creativity level in the post-stage increased significantly among learners in both groups. Results validated the efficacy of lab-based teaching-learning in addressing the need for critical and creative thinking skills among learners. Keywords: critical thinking, creativity, lab based learning, innovation, higher education, Difference-in-Differences

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