Freedom as a trigger for musical creativity

Bibliographic Data

ID21684472
AuthorsLuciano Da Costa Nazario (0000-0003-4435-6693, Universidade Federal do Rio Grande, corresponding author)
Year2022
Volume44
Issue1
Pages192-204
Publication date2022-04-01
Open AccessYes
TypeARTICLE
VenueResearch Studies in Music Education (JOURNAL)
Journal identifiersISSN: 1321-103X • E-ISSN: 1834-5530
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/1321103x20974805
OpenAlexW3138259178
LanguageEN
Citations received1
References cited19

This article presents the results of a qualitative study that explored how freedom in music can stimulate creative development in students. A series of musical and pedagogical activities, called Creative Freedom, which involved favourable conditions for autonomy and creative agency, was developed. This study was conducted between 2013 and 2018 in two different universities and involved a total of 72 musical volunteers. The data analysis methodology chosen for this study was grounded theory, with the aim of understanding the social and individual meanings present during the empirical research. The findings showed empirical evidence that freedom can enable creative development through the minimization of dysfunctional beliefs and the promotion of a more positive self-concept, allowing students to glimpse musical abilities that they had not previously noticed

Art · Autonomy · Creativity · Empirical research · Epistemology · Grounded theory · Musical · Qualitative research · Social science · Sociology · Visual arts · Creativity in Education and Neuroscience · Diverse Music Education Insights · Perfectionism, Procrastination, Anxiety Studies · Psychology · Social Psychology

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