engleski

Musical creativity in students of teacher education

The curriculum for teaching music in the lower grades of primary education in Croatia is implemented by the primary education teachers within the domain of expression through music and with music, which also includes forms of musical creativity. In order to encourage children’s musical creativity, the teachers should be musically creative themselves. Since creativity in the domain depends on competence in the domain, the musical creativity of the teacher depends on his or her musical competence. Teachers in Croatia acquire their musical competencies in the context of music courses during their teacher education. Considering the necessary competencies for teaching music and the fact that students’ musical competencies begin to develop only at the beginning of teacher studies, the question arises whether and to what extent the musical creativity of future teachers can be achieved already during their studies because it is necessary to foster their future students’ musical creativity. The goal of this study is to determine the appearance of musical creativity in students of teacher education, as well as the relationship between students’ musical creativity and their musical competencies. Students from all five years of teacher studies were included in the study (N = 249). For this study, three questionnaires were designed and administered: a Self-assessment of musical competence questionnaire, a Self-assessment of musical creativity questionnaire, and a Musical creative behavior questionnaire. The data were processed using quantitative methodology. The results of the study showed that students’ musical creativity is poor in the first years of teacher education and develops only after the second year of musical courses in teacher education. It was found that students’ musical creativity is positively related to musical competencies and that a higher level of musical competencies is associated with a higher level of musical creativity. The musical creativity of student teachers is also related to the encouragement and reward of creative behavior in music by the environment and fostering of creativity in music by their teachers in previous education. Therefore, to develop musical creativity in future teachers, it is necessary to facilitate the acquisition and development of appropriate musical competencies in university education and to encourage and reward students’ creativity and originality in music.

musical competencies ; musical creative behavior ; music education ; primary education teachers

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