MUSIC IN EDUCATION: EVERY MAN A CREATIVE ARTIST?
Abstract
How can you impose a structure on the fostering of creativity? Is there not something irreconcilable about a plan for the unpredictable? If each child is to have the opportunity to make of music something of his or her own, why is it customary in music classes that the children are constantly directed by someone else? In this essay Vaughan moves from the impasse in face of these problems, to which many are accustomed, to recommending ways of resolving them - ways that require an attitude that accepts using research and theoretical models in order to give focus to the creative activities of a teacher's classroom. A high degree of preparatory structure does often precipitate the most creative outcomes. RÉSUMÉ Comment imposer une structure à la stimulation de la créativité? N'est-il pas inconciliable d'essayer de planifier l'imprévisible? Si chaque enfant doit pouvoir faire de la musique quelque chose de personnel, pourquoi faut-il alors que quelqu'un le dirige constamment durant ses cours de musique? Dans cet essai, Vaughan part de l'impasse dans laquelle on se trouve face à ces problèmes pour recommander des moyens de les résoudre, moyens qui nécessitent que l'on accepte d'avoir recours à la recherche et aux modèles théoriques pour se concentrer sur les activités créatrices en classe. Un niveau élevé de structure préparatoire donne souvent lieu aux résultats les plus constructifs.Downloads
Published
1980-09-01
How to Cite
Vaughan, M. M. (1980). MUSIC IN EDUCATION: EVERY MAN A CREATIVE ARTIST?. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 15(003). Retrieved from https://mje.mcgill.ca/article/view/7348
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