Hostname: page-component-cd9895bd7-8ctnn Total loading time: 0 Render date: 2024-12-28T01:21:46.907Z Has data issue: false hasContentIssue false
  • English
  • Français

Creativity: Support for and Forces against this Basic Educational Idea in Western Music Education

Published online by Cambridge University Press:  18 December 2008

Elizabeth Oehrle
Elizabeth Oehrle
Affiliation:
University of Natal
Get access Rights & Permissions [Opens in a new window]

Extract

A challenge was issued, in the first International Journal of Music Education, to find ways to achieve a principle of music education which progressive music educators and traditional African music education have in common:‘an all-round development of the child’. This paper takes up this challenge by exploring the idea that creativity is an essential part of western education. Even though this idea receives the unprecedented support of widely respected western educators of the 20th century and of the Tanglewood Symposium, ‘…those with creative potential are neglected, if not discriminated against, at all levels in American education’ (MacKinnon, 1978, p. 169.) To ascertain why this is so, socio-economic studies are presented which reveal how closely linked the issue of creativity in education is to issues which are beyond the realm of music education or of education in general. The suggestion is that these connections adversely effect the all-round development of the child.

Type
Research Article
Information
British Journal of Music Education , Volume 3 , Issue 2 , July 1986 , pp. 165 - 174
Copyright
Copyright © Cambridge University Press 1986

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Bowles, Samuel & Gintis, Herbert. 1976. Schooling in Capitalistic America: Educational Reform and the Contradictions of Economic Life. London: Routledge and Kegan Paul.Google Scholar
Bruner, Jerome S. 1966. Towards a Theory of Instruction. Cambridge, Massachusetts: Harvard University Press.Google Scholar
Choate, Robert, ed. 1968. Documentary Report of the Tanglewood Symposium. Washington: Music Educators National Conference.Google Scholar
Dewey, John. 1916. Democracy and Education. New York: The Free Press.Google Scholar
Getzels, J. & Jackson, P. W. 1962. Creativity and Intelligence Exploration with Gifted Students. London: John Wiley.CrossRefGoogle Scholar
Guilford, J. P. 1950. ‘Creativity’, American Psychologist, 5.CrossRefGoogle ScholarPubMed
Kubie, L. 1967. ‘Blocks in Creativity’ in Mooney, R. and Razik, T. eds. Explorations in Creativity. New York: Harper and Row.Google Scholar
Lee, Victor, Webberley, Roy & Litt, Larry. 1976. Intelligence and Creativity. The Open University Educational Series: a Second Level Course: Personality and Learning. Milton Keynes: The Open University Press.Google Scholar
Lowenfeld, V. & Brittain, W. L. 1975. Creativity and Mental Growth. New York: Macmillan.Google Scholar
MacKinnon, Donald W. 1978. In Search of Human Effectiveness: Identifying and Developing Creativity. Buffalo, New York: Creative Educational Foundation.Google Scholar
New, L. H. 1983. ‘Progressive western methods and traditional African methods of teaching music – A companion’, The International Journal of Music Education, no. 1.Google Scholar
Elizabeth, Oehrle. 1985. A Case for Creativity in Elementary Music Education. Ph.D thesis, University of Natal. University Microfilm pub. no. 85–05, 938.Google Scholar
Jean, Piaget. 1977. Science of Education and the Psychology of the Child, (trans. Coltman, Derek). New York: Penguin Books.Google Scholar
Skinner, B. F. 1950. About Behaviorism. London: Jonathan Cape.Google Scholar
Whitehead, Alfred North. 1929. The Aims of Education and other essays. New York: The Free Press.Google Scholar
Woodman, Ruhand W. 1981. ‘Creativity as a construct in personality theory’, The Journal of Creative Behavior. 15, 1.CrossRefGoogle Scholar