Wiggins, J. (2002). Creative process as meaningful music thinking. In T. Sullivan & L. Willingham (Eds.), Creativity and music education (Vol. 1, pp. 78–88). Canadian Music Educators’ Association.
Dr. Jackie Wiggins, Professor of music education at Oakland University, Michigan writes a book chapter about the creative process as “meaningful music thinking”, and the role it has in primary school students’ music education. Musical thinking is defined as the act of listening to, performing and/or creating music. Dr Wiggins draws from 10 years of collected recordings during music classes to inform her research on the nature of the students musical thinking when learning a melody by ear, improvising and composing a melody on an instrument. She uses these case studies to highlight several patterns in behaviour that are common and analyses how these processes unfold for her students. She discovers that creative experiences are most meaningful when the student can claim some ownership from the creative process, and by setting overly constraining tasks for students the experience feels less like compositional practise, and more like a puzzle to be solved. By giving the student freedom, the music learning experience becomes personally valuable and meaningful to them.
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AuthorMy name is Daniel Ohm and this section will include my research into music theory, experimental ideas, Mixing techniques and lessons learned from creative forums and musical endeavors. Archives
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