The Ecology for Fostering the Musical Creativity of Students with Intellectual Disabilities

Autor/in	Wong, Marina Wai-Yee
Titel	The Ecology for Fostering the Musical Creativity of Students with Intellectual Disabilities
Quelle	In: International Journal of Music Education, 40 (2022) 2, S.190-204 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wong, Marina Wai-Yee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0255-7614
DOI	10.1177/02557614211031255
Schlagwörter	Music Education; Creativity; Imagination; Intellectual Disability; Learner Engagement; Decision Making; Feedback (Response); Positive Reinforcement; Faculty Development; Students with Disabilities; Teacher Attitudes; Case Studies; Play; Classroom Techniques; Special Schools; Foreign Countries; Special Education; Music Teachers; Hong Kong + Suchen Sie Ihr Suchwort? Musikerziehung; Kreativität; Intellect; Disability; Disabilities; Verstand; Behinderung; Decision-making; Entscheidungsfindung; Student; Students; Schüler; Schülerin; Studentin; Lehrerverhalten; Case study; Fallstudie; Case Study; Spiel; Klassenführung; Special school; Sonderschule; Ausland; Special needs education; Sonderpädagogik; Sonderschulwesen; Music; Teacher; Teachers; Musiklehrer; Hongkong
Abstract	Students with intellectual disabilities in Hong Kong are placed in special schools in their neighborhoods according to their categories of intellectual disabilities. Music teachers in these special schools implement a school-based music curriculum that includes the learning objective "creativity and imagination." Reporting a qualitative multiple-case study with purposeful sampling and face-to-face interviews, this study poses the research question "What are the ecological elements for fostering the musical creativity of students with intellectual disabilities?" Respondents identify five elements as essential in fostering their students' musical creativity: (1) opportunity for play and exploration; (2) providing support guidance and demonstration; (3) opportunity to develop a sense of engagement; (4) opportunity for making choices; and (5) providing positive reinforcement and feedback. A discussion of this data reveals how the dual impact of lacking professional training in music education for students with intellectual disabilities and cultural perspective diminishes respondents' expectations of their students' creative capacity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01