Journal for Educators, Teachers and Trainers

Abstract

Teaching art and music is commonly associated with the development of creative skills. Music performance involves distinctive creativities that vary among music traditions and genres. Based on classroom observations and interviews with instrumental and voice professors, this study examined conceptions of creativity in music performance, strategies used to develop studentsʼ creative skills that result in original and innovative music performances, and factors that facilitate or inhibit such creative performances. Results of the study suggest a strong emphasis on technical and musical skills as the foundation for creative performance, regardless of musical traditions. However, approaches for the study of technique, devoted time, and how it transfers to actual creative practice differs significantly among traditions. Other aspects that favor an adequate music development are the student-teacher relationships that generate autonomy, flexibility, and freedom, and environments geared towards musical exploration and innovation. Educational implications for the proper development of creativity that result in effective teaching processes for music performance are discussed.