Perspektiver på vippepunkter i musikkstudenters gruppebaserte skapende prosesser
Chapter, Peer reviewed
Published version
Date
2024Metadata
Show full item recordCollections
- Import fra CRIStin [3817]
- Institutt for kunstfag [312]
Original version
10.23865/cdf.234.ch8Abstract
Research shows music teachers feel poorly trained to lead creative activities. General phenomena within creative pedagogies often creates noise and obstacles in group-based creative processes in music classes in schools. To improve teaching in creativity pedagogy in music teacher education, we ask: How do music teacher students reflect on turning points in a group-based creative process, and what domain-general phenomena may influence such processes?
The article follows a student group’s idea development process informed by the group’s idea development log and three interviews with each of the four students. We identify and analyse turning points, based on five factors creating either fixation (conservation of the existing elements) or pivoting (development of one or more sub elements): Commitment, expertise, information, resource access, and orientation.
Results: The five factors, which previously have not been researched in the music domain, are clearly evident in the student interviews. The group’s intuitive approach, unaware of these factors, creates uninteded short and long term fixations in the group’s idea development process. One significant idea fixation indicates that psychological ownership of an idea, which in creativity literature is normally a personal matter, can also occur at group level. We argue that such group ownership is reinforced when idea development occurs simultaneously with the group’s getting-to-know-you-process.
The results imply that music teacher students should be familiar with domaingeneral phenomena such as fixation and pivoting mechanisms to be able to incorporate balancing elements in their pedagogical designs.