Collaborative Creativity in Instrumental Group Music Learning as a Site for Enhancing Pupil Wellbeing

Autor/inn/en	Burnard, Pamela; Dragovic, Tatjana
Titel	Collaborative Creativity in Instrumental Group Music Learning as a Site for Enhancing Pupil Wellbeing
Quelle	In: Cambridge Journal of Education, 45 (2015) 3, S.371-392 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2014.934204
Schlagwörter	Foreign Countries; Music Education; Creativity; Cooperative Learning; Music Activities; Secondary School Students; Extracurricular Activities; Communities of Practice; Well Being; Social Theories; Semi Structured Interviews; Diaries; Student Empowerment; Decision Making; Musical Instruments; Role; Transformative Learning; Qualitative Research; Observation; Case Studies; Australia + Suchen Sie Ihr Suchwort? Ausland; Musikerziehung; Kreativität; Kooperatives Lernen; Musikalische Aktion; Sekundarschüler; Außerunterrichtliche Aktivität; Community; Well-being; Wellness; Wohlbefinden; Gesellschaftstheorie; Diary; Tagebuch; Studienberechtigung; Decision-making; Entscheidungsfindung; Musikinstrument; Rollen; Pädagogische Transformation; Qualitative Forschung; Beobachtung; Case study; Fallstudie; Case Study; Australien
Abstract	This study explores the nature of the elements that co-influence collaborative creativity in nd the intrinsic potential for enhancing pupil wellbeing as evidenced in a particular secondary-school (extra-curricular) group instrumental programme "Percussion 1." Wenger's Community of Practice (CoP) and Engestrom's Activity Theory (AT) provide an in-depth analytical framework for the analysis of 14 rehearsals, 13 semi-structured interviews and 41 teachers' and pupils' reflective diary entries. Findings support the intrinsic potential for enhancing pupil wellbeing by "empowering" them through supportive statements and decision-making, and "engaging" them through the embodiment of music learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01