MUSIC EDUCATIONAL PRACTICE AT SCHOOL AS A SPACE FOR DEVELOPING STUDENTS’ CREATIVE SELF-EXPRESSION AND CREATIVE ABILITIES
DOI:
https://doi.org/10.24193/subbmusica.2025.2.02Keywords:
interactive applications, creative thinking, creative activity, Torrens method, Orff methodAbstract
Music education promotes students’ creative development, as it is focused on a variety of approaches to the perception of music (performing melodies, creating arrangements, improvisations, etc.). The aim of the study is to determine the effectiveness of music education at school for building students’ creative self-expression skills and creative abilities. The study employed the following methods: pedagogical modelling, the empirical method of collecting primary information, the methods of E. Torrance and C. Orff, and calculations of the Wilcoxon Test. During the study, music education focused on the perception of theoretical and practical knowledge using the EarMaster application, as well as in-depth perception of materials through a game format. Creating musical improvisations using the interactive Chrome Music Lab was also provided. It was found that creating improvisations had the greatest advantage in the development of students’ creative skills, according to teachers (38%) and students (37%). It was established that the expressed criteria of students’ creative self-expression were originality (4.8 points) and fluency (4.7 points); of the development of creative abilities – improvisation (4.8 points). During training, students achieved a high level of motivation (88%), which contributed to their self-expression. The practical value of the article is associated with the possibility of using the proposed learning mechanisms for the creative development of secondary school students. Promising research directions may be associated with taking into account the features of the repertoire during musical educational practice at school.
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