Creativity in Hong Kong's Special Schools' Music Classrooms

Autor/in	Wong, Marina Wai-yee
Titel	Creativity in Hong Kong's Special Schools' Music Classrooms
Quelle	In: Music Education Research, 24 (2022) 2, S.256-271 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wong, Marina Wai-yee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1461-3808
DOI	10.1080/14613808.2022.2038112
Schlagwörter	Foreign Countries; Music Teachers; Music Education; Students with Disabilities; Intellectual Disability; Special Schools; Severity (of Disability); Teacher Attitudes; Creativity; Knowledge Level; Expertise; Special Education; Creative Teaching; Imagination; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Music; Teacher; Teachers; Musiklehrer; Musikerziehung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand; Special school; Sonderschule; Schweregrad; Lehrerverhalten; Kreativität; Wissensbasis; Expert appraisal; Special needs education; Sonderpädagogik; Sonderschulwesen; Creative thinking; Teaching; Kreatives Denken; Unterricht; Hongkong
Abstract	To investigate music teachers' perceptions and concerns in fostering music creativity of students with intellectual disabilities, findings are presented from a study of nine music teachers purposely sampled from across all three categories (mild, medium, severe) of Hong Kong's special school for students with intellectual disabilities. Personal profiles identify respondents' displaying three professional knowledge gaps -- music expertise, special-education training and prior experience of being taught 'creativity'. Findings also indicate that respondents add to the creativity literature: first by supplementing Hargreaves' [2012. "Musical Imagination: Perception and Production, Beauty and Creativity." "Psychology of Music" 40 (5): 539-557] 'process' to include 'music making' and 'body movement', and second, that music creativity may be described as a spectrum that embraces various forms of expressions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01