Pre-service student-teachers’ conceptions of creativity in the primary music classroom

Abstract

This study explores pre-service teachers’ (referred to as student-teachers) notions of creativity in music, particularly in relation to the classroom. Seventeen student-teachers wishing to pursue a career in primary education were interviewed and completed questionnaires. In general terms, all participants talked about the high value of creative musical activities for primary age pupils as they recognized a wide range of benefits. However, the analysis revealed that some student-teachers held richer conceptions than others. Student-teachers holding richer conceptions: (a) provided more articulate and detailed answers, and were able to describe the creative process more accurately and comfortably; (b) had taught the lesson that they described and were more enthusiastic and keen to talk about it; and (c) tended to emphasize the learning that would take place during the creative process. These findings are discussed in terms of their practical educational implications in the primary music classroom and beyond.