Invoking a creative and innovative spirit in music teacher education

Abstract

Students in all subject areas are expected to think creatively which means they should “use a wide range of idea creation techniques, create new and worthwhile ideas, and elaborate, refine, analyze and evaluation their own ideas in order to improve and maximize creative efforts.” They are also expected to work creatively with others and innovate. Students should communicate their ideas effectively to others, be responsive to the diverse ideas and viewpoints of others, demonstrate originality while recognizing constraints and limitations, and learn from mistakes and failures. Additionally, they should innovate, that is, create something useful and tangible as a result of their thinking and working with others (Partnership for 21st Century Skills, 2011). This vision of curriculum with an eye towards creativity and innovation is meant to guide primary and secondary teachers. Unfortunately, many of the teachers for whom this was intended were not educated in settings where such ideas were valued or practiced, thus those who did not have experiences creating and innovating might be less comfortable and well versed in incorporating those habits of mind and practice in their own classrooms. For example, this might explain why composition and improvisation, creative listening and interpretative performance in school music programs have taken a backseat to more top-down, teacher directive music learning experiences. This article offers ideas for music teacher educators to facilitate more creative and innovative thinking and practice in preservice education. In so doing, preservice teachers can become more creative and innovative, and thus be better prepared to guide their own students.