The creative process. Between composition and transmission. Composing music, starting from a diversity of musical practices in a pedagogical context, in order to create a shared performance. A composer's point of view.

Autor/in	Pansanel-Garric, Laetitia
Titel	The creative process. Between composition and transmission. Composing music, starting from a diversity of musical practices in a pedagogical context, in order to create a shared performance. A composer's point of view.
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. 101-122 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	10.25656/01:35264
URN	urn:nbn:de:0111-pedocs-352647
Schlagwörter	Ausdrucksfähigkeit; Grundschule; Improvisation; Musik; Musikalität; Orchester; Workshop; Frankreich
Abstract	The french author describes the project Chantiers de la creation in which she was engaged as a composer in 2020/21. In this project, every year, over 150 school children are involved in a process of musical creation, alongside a composer, musiciens intervenants working in school, and an ensemble of musicians from the Orchestre National de Lyon. The author shows how the joint performance on stage was set up, step by step, and how she came to compose in a new way by working in the crossfield of pedagogy and artistry, observing and collecting ideas rather than instigating them. However, her task "to direct the various artistic, human and technical components, combining them and placing them in a temporal and musical continuum" is composing in perhaps the original sense of the term. 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