Predicting creativity in the music teaching of student teachers

Abstract

Definitions of creativity and creative music teaching were drawn from the literature to produce three criteria for judging creativity in music teaching. Many previous studies have found various factors, such as confidence in teaching and teacher training on creativity, to have important effects on both teaching and creativity. However, few studies have focused explicitly on the effects of a music education course on creativity in music teaching. This study tested for these effects using grades awarded for music education as the main variable. Subjects were first year music education students who were all high achievers in music performance. Data were gathered from the following: Formal and Informal Musical Experience Questionnaire; Teaching Experience Questionnaire; final grades for a music education course. Significant effects of final grades in the music education course on creativity scores in teaching were observed, with no effects of musical experience on these scores. One interesting observation was that significant effects were found on music education scores from high and low levels of formal musical experience, with both inducing low music education scores. It was concluded that the main predictor of success in creative music teaching is instruction in teaching in a music education programme.