Activating Diverse Musical Creativities ─ Teaching and Learning in Higher Music Education

Activating Diverse Musical Creativities analyses the ways in which music programmes in higher education can activate and foster diverse musical creativities. It also demonstrates the relationship between musical creativities and entrepreneurship in higher education teaching and learning. These issues are of vital significance to contemporary educational practice and training in both university and conservatoire contexts, particularly when considered alongside the growing importance of entrepreneurship, defined here as a type of creativity, for successful musicians working in the 21st century creative and cultural industries.

International contributors address a broad spectrum of musical creativities in higher education, such as improvisational creativity, empathic creativity and leadership creativity, demonstrating the transformative possibilities of embedding these within higher music education teaching and learning. The chapters explore the active practice of musical creativities in teaching and learning and recognize their mutual dependency. The contributors consider philosophical and practical concerns in their work on teaching for creativity in higher music education and focus on practices using imaginative approaches in order to make learning more interesting, effective and relevant.

Pamela Burnard is Reader in Education at the University of Cambridge, UK. Recent publications includeMusical Creativities in Practice (2012), Teaching Music Creatively (with Regina Murphy, 2013) and Developing Creativities in Higher Music Education(2013).

Elizabeth Haddon is Research Fellow at the University of York, UK. She is the author ofMaking Music in Britain: Interviews with Those Behind the Notes (2006).