ERIC Number: EJ1289645
Record Type: Journal
Publication Date: 2021
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1461-3808
EISSN: N/A
Fostering Musical Creativity of Students with Intellectual Disabilities: Strategies, Gamification and Re-Framing Creativity
Music Education Research, v23 n1 p1-13 2021
In Hong Kong, the principle of 'one curriculum framework for all' applies to all students, including students with special educational needs (SEN) (EDB 2020. "Special Education Needs." https://www.edb.gov.hk/en/curriculum-development/major-level-of-edu/special-educational-needs/index.html). Students with intellectual disabilities (ID) are expected to achieve the same learning targets as their counterparts in mainstream schools. Within this common curriculum framework, students (age 6-14) study Music with one of its overall aims 'to develop creativity' (CDC 2003. "Music Curriculum Guide" ("Primary 1 - Secondary 3"). Hong Kong: CDC, 11). This qualitative multiple case study reports a sample of nine music teachers fostering the musical creativity of students with ID. A discussion of the findings reveals that in this sampling: (1) instructional strategies focus on the process not product of musical creativity, (2) creative fostering strategies embody gamification and (3) these music teachers re-frame creativity as being innate and commonly held by their students with ID.
Descriptors: Music, Music Education, Creativity, Music Teachers, Intellectual Disability, Special Needs Students, Elementary Secondary Education, Case Studies, Teaching Methods, Foreign Countries, Games, Instructional Design
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Grant or Contract Numbers: N/A