Post secondary music institutions hinder music students' creativity in their improvisations and compositions

Post secondary music institutions hinder music students
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Hindrance of Music Creativity by Post Secondary Music Institutions (Name) (University) (Course) (Tutor) Introduction All new ideas, the contemporary problems, inventions, as well as music, theatre, film, and visual arts all come through the creative individuals.


This fanned by the misconception that prevails in the society with regard to business and education that creative persons are the minority and majority of persons are otherwise. Creativity is therefore defined as the application of divergent thinking (Humphreys, 2006). Our traditional approach top music education typically is the 19th century ethic of the teacher directed sequential instructions. This is coupled by repetitive practicing of the students and regular testing of the rote skills. It, therefore, seems that the skills required to play are taught before the knowledge to comprehend what is actually playing. As a result classroom management overwhelms the best intentioned teacher; the curriculum is to be covered at the expense of music creativity in our classrooms. Discussion According to Sullivan (2005) asserts that in essence, creativity is three skills: the ability to generate, relate, and develop ideas with fluency and sensitivity; the ability to select and organize ideas in a perceptual and intellectual manner; the ability to effectively express ideas through a medium. Ultimately, it is our task to establish how creativity can be determined or measured, how can it be recognized and encouraged. The music schools while teaching about musical performance, theory and history should squeeze in a creativity unit whenever it is possible. ...
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