Little music makers & producers. Designing and integrating technological-musical educational scenarios for musical creativity development in an elementary school in Greece.

Autor/in	Mygdanis, Yannis
Titel	Little music makers & producers. Designing and integrating technological-musical educational scenarios for musical creativity development in an elementary school in Greece.
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. 207-220 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	10.25656/01:35270
URN	urn:nbn:de:0111-pedocs-352704
Schlagwörter	Kreativität; Förderung; Grundschule; Lehrer; Schüler; Lernprozess; Unterrichtsmethode; Programmierung; Musikunterricht; Musizieren; Technologie; Aktionsforschung; Beobachtung; Empirische Untersuchung; Interview; Qualitative Forschung; Griechenland
Abstract	In this chapter the author presents the work he designed and implemented with his young students (8-11 years) which used technological-musical educational scenarios for musical creativity development. As teacher-researcher he applied strategies and devised activities drawing on music production, maker movement, and music programming to foster the students' creativity. His research asks whether such activities do promote musical creativity, and also investigates the children's evaluative responses. Findings are positive and support the author's interest to develop the research further with the aim of bringing these technologies into the music classroom more widely. 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