A framework for undertaking creative music-making activities in Hong Kong secondary schools

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3 Citations (Scopus)

Abstract

Present research provides strong support for the use of creative activities such as composing in school music programmes based on evidence that learning music is more effective when students are exposed to authentic, experiential learning activities. Based on this premise the purpose of this study was to address the need to explore methods and skills necessary for incorporating music composition in Hong Kong schools given that this dimension of music teaching generally receives little attention from music teachers. A group of eight in-service music teachers were asked to design their own creative projects that were taught during a four-week Teaching Practice session. Field notes of observations and video recordings were analysed, which resulted in ten teaching strategies being identified according to four components of creativity: task motivation, domain-relevant skills, creativity-relevant processes, and metacognition. It is suggested that these components of creativity provide a framework that Hong Kong music teachers can use when implementing creative music activities in their classrooms. Copyright © 2004 Callaway Centre.
Original languageEnglish
Pages (from-to)59-75
JournalResearch Studies in Music Education
Volume23
DOIs
Publication statusPublished - Dec 2004

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Hong Kong
secondary school
music
music teacher
creativity
video recording
teaching strategy
teaching practice
school
learning
Music-making
Secondary School
Music Teacher
Creativity
classroom
Teaching
Music
evidence
Group
student

Citation

Leung, B. W. (2004). A framework for undertaking creative music-making activities in Hong Kong secondary schools. Research Studies in Music Education, 23, 59-75.