The resonances of innovation: Orchestrating a guqin course with the systems model of creativity and a creativity educational model development

Despite traditional music's rich expressive and cultural dimensions, it tends to be overlooked in discussions of creativity, both in academic research and educational practice. This study addresses underexplored dimensions of creativity within traditional music learning practices, filling a notable research gap and contributing to a more inclusive understanding of creativity in higher music education. An innovative course was designed around the learning and performance of the guqin, a niche yet representative instrument of traditional music. It is also a world-renowned cultural heritage inscribed on the Representative List of the Intangible Cultural Heritage of Humanity by the United Nations Educational, Scientific and Cultural Organization (UNESCO) in 2008. Numerous elements of creativity learning were systematically and seamlessly integrated into the guqin course. More specifically, this research proposes a dynamic framework comprising three subsystems for guqin learning. It engages individual learners, provides domain- and creativity-relevant knowledge, and establishes a supportive environment for students to encourage self-expression and enjoyment of the creation process. The study adopts a qualitative case study method to explore students' experiences and understanding of the innovative guqin course. Over a 16-week teaching period in a university guqin class, all students (N = 11) participated in the research, providing insights into the learning process and instructional design. The results indicated that the participants' creative thinking and transferable skills improved. The participants also reported that this programme effectively enhanced their motivation, self-efficacy, well-being, and creativity. These demonstrate the great potential for creativity development in traditional music education.