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Creative identity in music teaching ...

Randles, Clinton A.

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Creative identity in music teaching and learning.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Creative identity in music teaching and learning./
Author:	Randles, Clinton A.
Description:	280 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: .
Contained By:	Dissertation Abstracts International72-01A.
Subject:	Music. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3435102
ISBN:	9781124333052

Creative identity in music teaching and learning.
Randles, Clinton A.

Creative identity in music teaching and learning. - 280 p.

Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: .

Thesis (Ph.D.)--Michigan State University, 2010.

The primary purpose of this philosophical examination was to define and place the construct of creative identity in music teaching and learning within the framework of identity. To achieve this goal the author mined the ideas of scholars' work in storytelling, psychology, education, and music education philosophy. The life of the music teacher and student, as well as the creative process, can be considered in terms of being a hero's journey, what Joseph Campbell calls the monomyth, following the stages: (1) The Ordinary World, (2) The Call to Adventure, (3) Refusal of the Call, (4) Meeting With the Mentor, (5) Crossing the First Threshold, (6) Tests, Allies, Enemies, (7) Approaching the Inmost Cave, (8) The Ordeal, (9)The Reward, (10) The Road Back, (11) The Resurrection, and (12) Return With the Elixir. Carl Jung's archetypes of the collective unconscious can be applied to the identities of music teachers. The author synthesizes existing work regarding the nature of creativity, theorizes about how the hero's journey metaphor can be a powerful one for music education identity theory, and introduces the construct of music teacher as "producer."

ISBN: 9781124333052Subjects--Topical Terms:

516178
Music.

Creative identity in music teaching and learning.
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245 1 0 $a Creative identity in music teaching and learning.
300 $a 280 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: .
500 $a Adviser: John Kratus.
502 $a Thesis (Ph.D.)--Michigan State University, 2010.
520 $a The primary purpose of this philosophical examination was to define and place the construct of creative identity in music teaching and learning within the framework of identity. To achieve this goal the author mined the ideas of scholars' work in storytelling, psychology, education, and music education philosophy. The life of the music teacher and student, as well as the creative process, can be considered in terms of being a hero's journey, what Joseph Campbell calls the monomyth, following the stages: (1) The Ordinary World, (2) The Call to Adventure, (3) Refusal of the Call, (4) Meeting With the Mentor, (5) Crossing the First Threshold, (6) Tests, Allies, Enemies, (7) Approaching the Inmost Cave, (8) The Ordeal, (9)The Reward, (10) The Road Back, (11) The Resurrection, and (12) Return With the Elixir. Carl Jung's archetypes of the collective unconscious can be applied to the identities of music teachers. The author synthesizes existing work regarding the nature of creativity, theorizes about how the hero's journey metaphor can be a powerful one for music education identity theory, and introduces the construct of music teacher as "producer."
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