Creative thinking as a means of democratising choral music (original) (raw)
2021, In V. Chiou, L. Geunis, O. Holz, N. Oruç Ertürk & F. Shelton (Eds.), Voices from the classroom: A celebration of learning (pp. 435-443). Münster: Waxmann
One of the issues that has long attracted researchers’ attention in the field of Music Education is that of music creativity. Through a review of relevant literature, one easily notices that the first studies addressing the music creativity ‘problem’ focused almost exclusively on children’s individual achievements, as expressed mainly through their compositions and improvisations. During the 1990s, a considerable change occurred as researchers started concentrating more on the social aspects of music creativity. Furthermore, the term creativity was replaced by creative thinking, a fact that indicates the shift of emphasis from musical end-products to musical processes. However, despite the plethora of existing literature on music creativity, it seems that little has been done so far in this direction among choral music educators and conductors. As some researchers have suggested, creative thinking in choral rehearsal may lead to the democratisation of choral music, a field that still retains a traditional power structure where the conductor’s authority is unquestionable. The aim of this paper is to highlight the factors that prevent choral educators from incorporating teaching strategies and techniques that develop singers’ creative thinking during rehearsals. Subsequently, the author will present successful examples – suggested by various music educators – of choral rehearsals which celebrate collaborative music learning and provide singers with opportunities to develop their skills in problem-solving and improvisation.
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