Toward conceptualizations of musical creativities in secondary education: An integrative literature review between 1990 and 2020

IF 1.3 0 MUSIC
Carlos Lage-Gómez, Sabine Chatelain, Roberto Cremades-Andreu
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引用次数: 0

Abstract

Creativity has been described as an indissociable component of music education, complex to conceptualize and often overgeneralized. This article provides an overview of existing research on musical creativities in secondary education between 1990 and 2020. A total of 76 articles published in peer-reviewed journals are reviewed according to PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) guidelines. To present and discuss the results, several dimensions of creativity research have been clustered into five categories: product, person/group, creative process, context, and domain. The 22.37% of the articles focus on the creative process, 14.47% on the context, 13.16% on the person/group perspective, and 1.32% on the product. The 48.68% of the studies focus on the domain perspective, showing an emphasis on specific activities traditionally associated with musical creativity like composing or improvising. Music listening is not present, and various forms of musical creativities are underrepresented. Over these three decades, an increasing orientation on teaching and learning within a sociocultural framework can be observed. In addition, the pedagogical challenges concern an expanded vision of creativity, albeit based on a specific and precisely defined framework.
走向中等教育中音乐创造性的概念化:1990年至2020年的综合文献综述
创造力被描述为音乐教育中不可分割的组成部分,概念化很复杂,而且往往被过度概括。本文概述了1990年至2020年间中等教育中音乐创造性的现有研究。根据PRISMA(系统综述和荟萃分析的首选报告项目)指南,共对发表在同行评审期刊上的76篇文章进行了综述。为了呈现和讨论结果,创造性研究的几个维度被分为五类:产品、个人/群体、创造性过程、背景和领域。22.37%的文章关注创作过程,14.47%关注背景,13.16%关注个人/群体视角,1.32%关注产品。48.68%的研究侧重于领域视角,强调传统上与音乐创造力相关的特定活动,如作曲或即兴创作。听音乐是不存在的,各种形式的音乐创造力也没有得到充分的体现。在这三十年里,可以观察到在社会文化框架内越来越注重教学。此外,教学方面的挑战涉及扩大创造力的视野,尽管这是基于一个具体和精确定义的框架。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
3.00
自引率
37.50%
发文量
37
期刊介绍: Research Studies in Music Education is an internationally peer-reviewed journal that promotes the dissemination and discussion of high quality research in music and music education. The journal encourages the interrogation and development of a range of research methodologies and their application to diverse topics in music education theory and practice. The journal covers a wide range of topics across all areas of music education, and a separate "Perspectives in Music Education Research" section provides a forum for researchers to discuss topics of special interest and to debate key issues in the profession.
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