approaches to creativity in the music classroom - University of ...

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epresents Cycle Two in the process and was shaped by the findings of Cycle One. The reflexive natureof this study means that this thesis is written in the “first-person, active voice” (Patton, 2002:65) andacknowledges that the interpretations that follow are influenced by my personal beliefs.Chapter Two presents a literature review focusing on the construct of creativity, the rise of studentcentredmusic education and finally, studies relevant to this research. Chapter Three describes themethodology and methods employed for the study and Chapter Four details and discusses the dataanalysis. Chapter Five considers the ramifications of the study and the implications for my classroom.5
Page 1 and 2: LYING ON THE FLOOR - YOUNG PEOPLES
Page 3 and 4: Declaration:This thesis does not co
Page 5 and 6: AbstractIn recent times, the import
Page 7 and 8: the avant-garde in Western Art Musi
Page 9: quality of products or responses ju
Page 13 and 14: Modern concepts of creativity were
Page 15 and 16: 1988). Interestingly, Getzels & Csi
Page 17 and 18: so doing, he moved the discussion f
Page 19 and 20: González, 2004). Creative endeavor
Page 21 and 22: In a seminal text, Swanwick (1979)
Page 23 and 24: 2.3 Research studies in music creat
Page 25 and 26: For teachers, there was an overall
Page 27 and 28: This process is cyclical, in that,
Page 29 and 30: (1964) that occurs when children mo
Page 31 and 32: contributing to their individual cr
Page 33 and 34: Table 2: Profile of the five studen
Page 35 and 36: Chapter 4:Results and DiscussionThe
Page 37 and 38: international students, coming from
Page 39 and 40: were limited to one or two families
Page 41 and 42: eing “expected to produce outcome
Page 43 and 44: impetus to develop these initial id
Page 45 and 46: about to perform I suddenly thought
Page 47 and 48: all able to find an effective metho
Page 49 and 50: successful because I actually made
Page 51 and 52: discomfort was not expressed as anx
Page 53 and 54: had been stimulated by listening to
Page 55 and 56: But for some international students
Page 57 and 58: area’. You’d add little rules
Page 59 and 60: was unable to answer the question a
Page 61 and 62:
For Howard, group composition was n
Page 63 and 64:
play, and daydreaming had been prom
Page 66 and 67:
ReferencesAlbert, R. S. & Runco, M.
Page 68 and 69:
Green, L. (2008a). Music, informal
Page 70 and 71:
Osborn, A.F. (1993). Applied imagin
Page 72 and 73:
Wu, C. (2009). A case study of inte
Page 74 and 75:
Appendix 2 - Plain Language Stateme
Page 76 and 77:
I consent to the interview being au
Page 78 and 79:
Appendix 5 - Final Anonymous Reflec
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