How can teachers initiate and support creative processes? Design principles for group composing and improvising in the music classroom.

Autor/inn/en	Treß, Johannes; Theisohn, Elisabeth; Buchborn, Thade
Titel	How can teachers initiate and support creative processes? Design principles for group composing and improvising in the music classroom.
Quelle	Aus: Buchborn, Thade (Hrsg.); Gall, Marina (Hrsg.); Hennessy, Sarah (Hrsg.); Stumpfögger, Margret (Hrsg.): Liberty - Equity - Creativity. Innovating and inventing music in the classroom. Rum/Innsbruck: HELBLING (2025) S. 77-97 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Reihe	European perspectives on music education. 13
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-3-7113-0531-2
DOI	10.25656/01:35263
URN	urn:nbn:de:0111-pedocs-352636
Schlagwörter	Kreativität; Weiterführende Schule; Sekundarschüler; Unterrichtsstrategie; Improvisation; Komponieren; Musikunterricht; Empirische Untersuchung; Vergleichsuntersuchung; Deutschland
Abstract	In two design-based research studies the authors developed educational designs on composing and improvising in the classroom for secondary schools in Germany and researched how students act and interact in educational situations focusing on creative acts. Comparing their design principles on learning and teaching composing and improvising in schools, the authors looked for common principles that foster creativity in the classroom, but also for differences that are closely connected to improvising or composing and point to the specific characteristics of each form of creativity. This article is part of the anthology European Perspectives on Music Education, Volume 13, addresses topics such as inclusive practices, the role of technology, and teacher education. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/4