Abstract
The purpose of this descriptive qualitative study was to explore the creative processes of elementary school students in music composition through the Orff-Schulwerk approach. Twenty-two 5th grade students and a music teacher with all three levels of the Orff-Schulwerk certification participated in the study. There were three main focal points that were investigated within a span of five-weeks: 1) children’s creativity in an Orff-based composition task, 2) children’s perceptions of their creative processes employed during the composition task, and 3) the teacher’s perceptions of teaching/learning music composition through the Orff-Schulwerk approach. Data were generated through observations, field notes, interviews with the focus group and teacher, audio material, and collected artifacts regarding the compositional task and lesson plan. Results of the study suggested that children’s creative processes within this approach’s implementation progressed in an interchangeably cyclical manner, and enabling skills/conditions also play a factor in influencing their creative processes.
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