Creative Teaching for Creative Learning in Higher Music Education

2016 ◽  
Keyword(s):  
Music Education ◽  
Creative Teaching ◽  
Creative Learning

Creative Teaching in Music Education

2021 ◽  
pp. 168-186
Author(s):  
Flávio Denis Dias Veloso ◽  
Flávia de Andrade Campos Silva
Keyword(s):  
Music Education ◽  
Creative Teaching

scholarly journals Secondary School Teacher’s Attitude towards Creative Teaching.

2017 ◽  
Vol 4 (37) ◽  
Author(s):  
Suman Kumari Katoch
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Himachal Pradesh ◽  
T Test ◽  
Survey Method ◽  
School Teachers ◽  
Creative Teaching ◽  
Creative Learning ◽  
Paper Survey ◽  
Descriptive Method

Attitude determines behavior. Attitude towards creative teaching may find expression in the teacher’s behavior towards students and his methods of teaching. Teachers, who have a creative attitude towards teaching, are likely to vary their methods of teaching, encourage or stimulate youngsters to venture into the unknown world. According to Beghettoand Kaufman (2009) creative learning requires the creative teaching. Creative teaching helps the learner to use imagination in its various dimensions. Creative teaching is a mindset to enter into class consciously entering into what is call creative state. In this paper survey method under the descriptive method of research was used. All the secondary school teachers of districts Shimla of Himachal Pradesh constituted the population of the study. For the present paper a sample of 94 school teachers were selected randomly. Tool prepared and standardized Shukla was employed to analyze the attitude of teachers towards creative teaching. To find out the significance of difference between the various groups ‘t’-test was applied. The results indicated that school gender-wise and type of management of school, all school teachers do not differ significantly in their attitude towards creative teaching.

Creative learning, creative teaching

SecEd ◽  
2018 ◽  
Vol 2018 (12) ◽  
pp. 10-10 ◽  
Author(s):  
Steve Burnage
Keyword(s):  
Creative Teaching ◽  
Creative Learning

scholarly journals When Students Teach Creativities: Exploring Student Reports on Creative Teaching

2018 ◽  
Vol 25 (7) ◽  
pp. 690-699 ◽  
Author(s):  
Kari Holdhus
Keyword(s):  
Student Teachers ◽  
Research Question ◽  
Creative Teaching ◽  
Common Features ◽  
Teaching For Creativity ◽  
Creative Learning ◽  
Teacher Reports ◽  
Teaching In Higher Education ◽  
Student Reports ◽  
Empirical Material

In this article, I share a journey of research on student teacher reports regarding creativity pedagogies. The empirical material comprises student reports on teaching for creativity. The text draws on the literatures of creativities, creativity pedagogies, and professional improvisation, inspired by a backdrop of literature on narrativity and narrative writing. The text aims to discuss how creativity pedagogies can take place in different practical surroundings and to provide an example of how teaching in higher education can both contribute to research and be research-based. My research question is What characterizes student teachers’ reports on designs and choices when facilitating creative learning processes, and which interpretations and reflections do these reports evoke within their teacher? In comparing student papers, I have conceptualized their common features into the following concepts: context, skills, design, and trust. Within the text, each of these concepts is addressed through example narratives extracted from the student reports. I conclude that a combination of aspects from each of the four concepts can be said to construct a liminal room of immersion.

scholarly journals The intersections of curriculum development: Music, ICT and Australian music education

2011 ◽  
Vol 27 (1) ◽  
Author(s):  
Jane Southcott ◽  
Renée Crawford
Keyword(s):  
Music Education ◽  
Music Technology ◽  
Australian Curriculum ◽  
National Review ◽  
Information And Computer Technology ◽  
Use Of Technology ◽  
The Arts ◽  
Creative Learning ◽  
School Music ◽  
Music Classrooms

<span>Recently, in Australia both the </span><em>National Review of School Music Education</em><span> and </span><em>The Australian Curriculum</em><span> identify the importance of technology in school music education. However, the understanding of music technology, as demonstrated by state and territory curricular guidelines, is limited with technology mostly recognised as a tool. In comparison, contemporary Australian information and computer technology (ICT) curricula appear to have a very different understanding of how technology can enhance learning in the arts, specifically music. Through a comparison of the Australian States and Territories Years 7-10 curricular guidelines this article compares understandings in the two domains - ICT and the arts (particularly music). The different perspectives on the use of technology in music education can be seen as either using technology as a tool to support instruction in drill-like programs or as a platform for collaborative and creative learning that resonates with students in Australian music classrooms.</span>

scholarly journals A two-step model for creative teaching in higher education

2020 ◽  
Author(s):  
Nathalie Sheridan
Keyword(s):  
Higher Education ◽  
Student Performance ◽  
Creative Teaching ◽  
Learning And Teaching ◽  
Learning Content ◽  
Step Model ◽  
Creative Learning ◽  
Teaching Cases ◽  
Teaching In Higher Education

This paper provides examples of practice demonstrating some underlying principles of translating creative and active pedagogies from school into a higher education context, using a simple two-step model and the concept of creative learning and teaching (Jeffrey, 2006). Since working in higher education, I sought to translate the principles of creative learning and teaching (Jeffrey, 2006) into my praxis. This exercise became particularly prudent when moving into academic development, trying to convey the successful principles underlying my pedagogy to colleagues on the Masters in Academic Practice. The paper will discuss a two-step model I developed: de-contextualizing and then re-contextualizing sometimes complex and intangible learning content to make it more accessible for learners. This will be exemplified by two teaching cases and evidenced with data I collected during my own Postgraduate Certificate in Learning and Teaching in Higher Education, demonstrating how the approach improved student performance and the overall quality of their academic work. These principles could be easily translated into different disciplinary contexts, with different groups of students.

Digital Differentiation as a Form of Pedagogical Creativity

2022 ◽  
pp. 126-154
Author(s):  
Aysin Kaplan Sayı
Keyword(s):  
21St Century ◽  
Lesson Plan ◽  
Creative Teaching ◽  
Teaching For Creativity ◽  
Creative Learning

The goal of this chapter is to explain differentiation and digital differentiation and their intersecting points with pedagogical creativity, which become a necessity for 21st century teachers. In regards to pedagogical creativity, three main elements, which are creative teaching, teaching for creativity, and creative learning, will be discussed. Differentiation techniques and digital differentiation tools used for digitalizing in-class techniques will be explained. Further, an example of a digitally differentiated lesson plan will also be presented as a guide for teachers that require it.

On the Relationships between Creative Learning, Creative Teaching, and Roles of Creative Teachers

2016 ◽  
pp. 494-512
Author(s):  
Chuanhua Gu
Keyword(s):  
Higher Education ◽  
20Th Century ◽  
Teaching And Learning ◽  
Creative Teaching ◽  
Creativity Development ◽  
Creative Learning ◽  
The Future ◽  
History Of

This chapter aimed to discuss the relationships between creative teaching, creative learning and the role played by creative teachers in the contexts of students' creativity development. Firstly, this chapter analyzed the characteristics of creative teaching and creative learning. The history of the research on creative teaching and learning since the first half of 20th century was briefly introduced. Secondly, the authors discussed the nature of creative teaching, the features of creative teachers compared to non-creative teachers, the environment for the development of creative teachers and the measures that should be taken to promote the growth of creative teachers. Accordingly, this chapter contributes to development of creativity in higher education both theoretically and practically in the future.

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