<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>While creativity is a key element of contemporary curriculum frameworks around the world, it is still insufficiently fostered in formal education settings. This study analyzes a project for collaborative musical creativity, entitled <italic>The Sonorous Paella</italic>. Participants (N = 12) were eight Year 4 secondary students, two professional musicians, an artist-in-residence, and a music teacher. Drawing on a graphic musical score, the participants worked together for 1.5 months to produce a group composition and performance. They were provided with various sound producers (instruments, everyday objects, technological devices) and were encouraged to flexibly utilize the physical space to maximize collaborative participation. Field notes and pictures taken during working sessions and rehearsals, audio recordings from the final concert, and individual interviews with all participants were qualitatively analyzed. In response to the three study objectives, we conclude that: (1) the design of this collaborative project was consistent with current research-based creativity discourses; (2) drawing on the quality and originality of the final concert, the project fostered the musical creativity of the group; and (3) participants’ perceptions of and opinions about their creativity learning processes were unanimously positive. Our final aim is to inspire music teachers in designing curriculum units that foster collaborative musical creativity.</p>
</abstract>

While creativity is a key element of contemporary curriculum frameworks around the world, it is still insufficiently fostered in formal education settings. This study analyzes a project for collaborative musical creativity, entitled The Sonorous Paella. Participants (N = 12) were eight Year 4 secondary students, two professional musicians, an artist-in-residence, and a music teacher. Drawing on a graphic musical score, the participants worked together for 1.5 months to produce a group composition and performance. They were provided with various sound producers (instruments, everyday objects, technological devices) and were encouraged to flexibly utilize the physical space to maximize collaborative participation. Field notes and pictures taken during working sessions and rehearsals, audio recordings from the final concert, and individual interviews with all participants were qualitatively analyzed. In response to the three study objectives, we conclude that: (1) the design of this collaborative project was consistent with current research-based creativity discourses; (2) drawing on the quality and originality of the final concert, the project fostered the musical creativity of the group; and (3) participants’ perceptions of and opinions about their creativity learning processes were unanimously positive. Our final aim is to inspire music teachers in designing curriculum units that foster collaborative musical creativity.

Collaborative Musical Creativity between Students and Adults: The Sonorous Paella

Departament de Didàctica de l’Expressió Musical, Plàstica i Corporal

Creativity. Theories – Research - Applications

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

While creativity is a key element of contemporary curriculum frameworks around the world, it is still insufficiently fostered in formal education settings....

Collaborative Musical Creativity between Students and Adults: The Sonorous Paella

Pubblicato online: 20 nov 2021

Pagine: 32 - 52

Ricevuto: 02 mar 2021

Accettato: 20 apr 2021

DOI: https://doi.org/10.2478/ctra-2021-0016

Parole chiave
collaborative musical creativity, graphic scores, music technology, music teacher education, secondary education

© 2021 Adolf Murillo et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Collaborative Musical Creativity between Students and Adults: The Sonorous Paella

Pubblicato online: 20 nov 2021

Pagine: 32 - 52

Ricevuto: 02 mar 2021

Accettato: 20 apr 2021

DOI: https://doi.org/10.2478/ctra-2021-0016

Parole chiavecollaborative musical creativity, graphic scores, music technology, music teacher education, secondary education

© 2021 Adolf Murillo et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Parole chiave
collaborative musical creativity, graphic scores, music technology, music teacher education, secondary education