Creative Teaching for Creative Learning in Higher Music Education

Elizabeth Haddon, Pamela Burnard (University of Cambridge, UK.), Professor Graham Welch

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English

Routledge
08 June 2016

Theory of music & musicology; Techniques of music & music tutorials; Teaching of a specific subject; Educational: Music

Series: SEMPRE Studies in The Psychology of Music

This edited volume explores how selected researchers, students and academics name and frame creative teaching and learning as constructed through the rationalities, practices, relationships, events, objects and systems that are brought to educational sites and developed by learning communities. The concept of creative learning questions the starting-points and opens up the outcomes of curriculum, and this frames creative teaching not only as a process of learning but as an agent of change. Within the book, the various creativities that are valued by different stakeholders teaching and studying in the higher music sector are delineated, and processes and understandings of creative teaching are articulated, both generally in higher music education and specifically through their application within the design of individual modules. This focus makes the text relevant to scholars, researchers and practitioners across many fields of music, including those working in musicology, composition, performance, music education, and music psychology. The book contributes new perspectives on our understanding of the role of creative teaching and learning and processes in creative teaching across the domain of music learning in higher music education sectors.

Edited by: Elizabeth Haddon, Pamela Burnard (University of Cambridge, UK.)
Series edited by: Professor Graham Welch
Imprint: Routledge
Country of Publication: United Kingdom
Edition: New edition
Dimensions: Height: 234mm, Width: 156mm, Spine: 23mm
Weight: 460g
ISBN: 9781472455918
ISBN 10: 1472455916
Series: SEMPRE Studies in The Psychology of Music
Pages: 292
Publication Date: 08 June 2016
Audience: Professional and scholarly , Undergraduate
Format: Hardback
Publisher's Status: Active

Dr Elizabeth Haddon is Research Fellow in the Music Department at the University of York, where she leads the MA in Music Education: Instrumental and Vocal teaching and also teaches piano. Her research focuses on pedagogy, creativity and musical performance, particularly in the higher education sector, and includes the book Making Music in Britain: Interviews with those behind the notes (Ashgate, 2006) as well as articles in peer reviewed journals, book chapters and presentations at international conferences. Pamela Burnard is Professor of Arts, Creativities and Education at the Faculty of Education, University of Cambridge, UK. She holds degrees in Music Performance, Music Education, Education and Philosophy. Her primary interest is creativities research for which she is internationally recognised. She is the author/co-author/editor of 12 books and multiple refereed journals. She is convenor of the Creativities in Intercultural Arts Network (CIAN), co-convenor of the British Education Research Association Creativities in Education SIG, host and convenor of the Building Interdisciplinary Bridges Across Cultures (BIBAC) International Biennial Conference. She serves on numerous editorial boards and is a Fellow of the Royal Society of Arts.

Reviews for Creative Teaching for Creative Learning in Higher Music Education

I would suggest that this volume is an invaluable resource for tutors in higher music education (hereafter HME), which stimulates critical thinking about HME pedagogy and practice and challenges institutional myopia regarding some aspects of summative assessment. The volume is divided into three sections, described as “Articulating experience in secondary and higher education”, “Developing the creative lecturer and teacher” and “Philosophies, practices and pedagogies: Teaching for creative learning”. This volume stimulates discourse about creative pedagogy, supported by a wide range of case studies which it is hoped will inspire readers to try out some of these innovative, creative approaches to teaching and learning.- Monica Esslin-Peard, Department of Music, University of Liverpool,UK