Lowe, G. (2002). Creativity and motivation. In T. Sullivan & L. Willingham (Eds.), Creativity and music education (Vol. 1, pp. 89–99). Canadian Music Educators’ Association.
In this Chapter, Executive Director of the Western Australian Youth Orchestra Association, Geoffrey Lowe explores the topic of motivation for students in music classes and implies the importance of creativity in lower education. He argues that motivation is driven by an individual’s attitudes, beliefs and emotional and instinctive feelings that exist on a positive/negative continuum. A reference to Eccles, J separates motivation into four components of value, Attainment value; The importance of doing well on a given task, Interest value; Inherent enjoyment gained from doing the task, Utility value; how the task fits into future or related goals, and Cost; what an individual must give up undertaking the task. Competence and expectancies factor in as a student will become more motivated if they can imagine themselves improving or have memories in succeeding in their musical learning. Interviews uncover the students desire for creative exploration and suggests that implementing a form of creative freedom can improve attitudes towards music education. There is also the need to negotiate skills acquisition in allowing effective creative exploration to take place. Students should be guided through creative exploration, and not taught it.
1 Comment
|
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
September 2022
Categories |