Creativity Pedagogy: Students’ Expression Through Music And Programming

Abstract

Cognitive processes include creative thinking, and the practical aspects of competence reveal the creativity of the person. Imagination and creative thinking are interconnected, and these abilities favor the visibility of creativity because creativity is a concrete form which imagination and creative thinking lead to. Creative teaching, in essence, is a path to creative pedagogy, which has a much broader meaning. In the case of music education, the result of the student's imagination can be a musical creation. Composing digital music is a new way of creating music, and translating it into a creative activity in school is a relevant step for the digital age, for music and computer education and also for creating students’ learning processes after the model of transposing creativity in the form of finished products. Programming, similar to interpersonal communication, is a way of communication with more and more objects around us that have a microprocessor and thus become smart objects, so that we could say about programming that it is a smart communication, in the sense of expressing ideas. The study aims to observe whether students, at the end of primary education, in the fourth grade, have the ability to express themselves creatively through music and programming. The participants in the educational project made a series of audio-digital products. The product analysis of the students' activity provides information about the fact that they have formed a creative way of thinking, as a result of the creative pedagogy determined by the music-programming curriculum they took part in.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 4 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.