Abstract
This article presents six case studies from England, Australia, and Hong Kong, which illustrate the different ways creativity in music is defined and assessed by teachers and learners in various educational contexts. It considers the influence of educational policies on the assessment of musical creativity. It also examines the key features of music creativity assessment in order to draw parallels between various contexts. The article concludes with a discussion of the implications for classroom practice. Copyright © 2012 Oxford University Press.
| Original language | English |
|---|---|
| Title of host publication | The Oxford handbook of music education |
| Editors | Gary E. MCPHERSON , Graham F. WELCH |
| Place of Publication | New York |
| Publisher | Oxford University Press |
| Pages | 389-407 |
| Volume | 2 |
| ISBN (Print) | 9780199928019 |
| DOIs | |
| Publication status | Published - Sept 2012 |
Citation
Leong, S., Burnard, P., Jeanneret, N., Leung, B. W., & Waugh, C. (2012). Assessing creativity in music: International perspectives and practices. In G. E. McPherson, & G. F. Welch (Eds.), The Oxford handbook of music education (Vol. 2, pp. 389-407). New York: Oxford University Press.Keywords
- Music
- Creativity
- Hong Kong
- England
- Australia
- Music education
- Education policy
