RT Journal Article
T1 Theorising ‘Participatory Creativity’ in Music Education: Unpacking the Whole Process at a Spanish secondary school
A1 Lage Gómez, Carlos
A1 Cremades Andreu, Roberto
AB The seminal conceptualisation of the varying forms of authorship associated with different creativities developed as social practices has deep implications for research into music education in secondary schools. One such type is ‘participatory creativity’, which is explored through a cross-cutting secondary school study. Aimed at the creation of a soundtrack based on cooperative compositional methods, we aspired to gain an in-depth understanding of the participatory processes involved in creative learning. Data was gathered through observation, interviews, a classroom diary, classroom assessments, questionnaires and video and audio recordings. In the findings, students’ participation was identified in three forms: (1) decision-making; (2) shared goal, which encouraged a group sense of identity, high motivation (individual and social), positive emotions (multidimensional and dual) and the construction of meaningful musical experiences from their musician’s role; and (3) enculturation in the creative process. Participatory creativity could be construed as a paradigmatic approach in secondary education.
PB Taylor & Francis
SN 1461-3808
YR 2019
FD 2019
LK https://hdl.handle.net/20.500.14352/88851
UL https://hdl.handle.net/20.500.14352/88851
LA eng
NO Lage-Gómez, C., & Cremades-Andreu, R. (2020). Theorising ‘Participatory Creativity’ in Music Education: Unpacking the Whole Process at a Spanish secondary school. Music Education Research, 22(1), 54-67. https://doi.org/10.1080/14613808.2019.1703922
NO Universidad Complutense de Madrid
DS Docta Complutense
RD 8 abr 2025