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if ($a.is_logged_in() && $viewedUser.is_current_user()) { $('body').addClass('profile-viewed-by-owner'); } $socialProfiles = []</script><div id="js-react-on-rails-context" style="display:none" data-rails-context="{"inMailer":false,"i18nLocale":"en","i18nDefaultLocale":"en","href":"https://musikhochschule-muenchen.academia.edu/AndreaSangiorgio","location":"/AndreaSangiorgio","scheme":"https","host":"musikhochschule-muenchen.academia.edu","port":null,"pathname":"/AndreaSangiorgio","search":null,"httpAcceptLanguage":null,"serverSide":false}"></div> <div class="js-react-on-rails-component" style="display:none" data-component-name="ProfileCheckPaperUpdate" data-props="{}" data-trace="false" data-dom-id="ProfileCheckPaperUpdate-react-component-b0ccfde8-aa53-4d9e-8916-5ac21adf8d09"></div> <div id="ProfileCheckPaperUpdate-react-component-b0ccfde8-aa53-4d9e-8916-5ac21adf8d09"></div> <div class="DesignSystem"><div class="onsite-ping" id="onsite-ping"></div></div><div class="profile-user-info DesignSystem"><div class="social-profile-container"><div class="left-panel-container"><div class="user-info-component-wrapper"><div class="user-summary-cta-container"><div class="user-summary-container"><div class="social-profile-avatar-container"><img class="profile-avatar u-positionAbsolute" alt="Andrea Sangiorgio" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/4991663/14045879/20548363/s200_andrea.sangiorgio.jpg" /></div><div class="title-container"><h1 class="ds2-5-heading-sans-serif-sm">Andrea Sangiorgio</h1><div class="affiliations-container fake-truncate js-profile-affiliations"><div><a class="u-tcGrayDarker" href="https://musikhochschule-muenchen.academia.edu/">Hochschule für Musik und Theater München</a>, <a class="u-tcGrayDarker" href="https://musikhochschule-muenchen.academia.edu/Departments/Elemental_Music_Education_Elementare_Musikp%C3%A4dagogik/Documents">Elemental Music Education / Elementare Musikpädagogik</a>, <span class="u-tcGrayDarker">Faculty Member</span></div></div></div></div><div class="sidebar-cta-container"><button class="ds2-5-button hidden profile-cta-button grow js-profile-follow-button" data-broccoli-component="user-info.follow-button" data-click-track="profile-user-info-follow-button" data-follow-user-fname="Andrea" data-follow-user-id="4991663" data-follow-user-source="profile_button" data-has-google="false"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">add</span>Follow</button><button class="ds2-5-button hidden profile-cta-button grow js-profile-unfollow-button" data-broccoli-component="user-info.unfollow-button" data-click-track="profile-user-info-unfollow-button" data-unfollow-user-id="4991663"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">done</span>Following</button></div></div><div class="user-stats-container"><a><div class="stat-container js-profile-followers"><p class="label">Followers</p><p class="data">208</p></div></a><a><div class="stat-container js-profile-followees" data-broccoli-component="user-info.followees-count" data-click-track="profile-expand-user-info-following"><p class="label">Following</p><p class="data">32</p></div></a><a><div class="stat-container js-profile-coauthors" data-broccoli-component="user-info.coauthors-count" data-click-track="profile-expand-user-info-coauthors"><p class="label">Co-authors</p><p class="data">2</p></div></a><a href="/AndreaSangiorgio/mentions"><div class="stat-container"><p class="label">Mentions</p><p class="data">33</p></div></a><span><div class="stat-container"><p class="label"><span class="js-profile-total-view-text">Public Views</span></p><p class="data"><span class="js-profile-view-count"></span></p></div></span></div><div class="user-bio-container"><div class="profile-bio fake-truncate js-profile-about" style="margin: 0px;">Music educator, music teacher educator, educational researcher. <br /><br />PhD at the University of Exeter, UK (2016), with a qualitative research study on "Collaborative creativity in music education: Children's interactions in group creative music making". Master Degree in Ethnomusicology (2006) and piano studies in Italy (1999). Graduated in Music and Movement Education at the Orff-Institute, University “Mozarteum”, Salzburg, Austria (1997). <br /><br />Since December 2015 he is Professor of Elemental Music Education (EMP - Elementare Musikpädagogik) at the University of Music and Theatre, Munich, Germany (Hochschule für Musik und Theater München).<br />Among his tasks at HMTM: <br />• Coordination of the EMP bachelor's programme<br />• Teaching activity: didactics and pedagogy of EMP, elemental music making, teaching practice with children and adults, elemental improvisation and composition, creativity in music education, EMP-approaches for instrumental teachers, supervision of Bachelor and Master theses, developmental psychology and music education<br />• Dean of Studies (since 2017)<br />• Head of the Institute IV for artistic-pedagogical studies (since 2019)<br />• Member of the research committee (incl. supervision of one doctoral student)<br />• Member of the committee for the professional development of HMTM teachers<br />• Co-organisation of the international conferences "Creative Interactions - Dynamic Processes in Group Music Activities" (May 2019 https://www.creativeinteractions.eu/) and “Creative Interactions - Creative learning, creative teaching, and teaching for group creativity in music education” (May 2022 https://creativeinteractions2022.eu/)<br />Collaborations with AEMP Germany (Arbeitskreis Elementare Musikpädagogik comprising EMP-lecturers in German higher education), the association of the music schools of Bavaria (VBSM), and kindergartens and daycare facilities for children in Munich (Referat für Bildung und Sport, Abteilung Kita), among others.<br /><br />- - -<br />From 2018 to 2022 he has been vice-president of the International Orff-Schulwerk Forum Salzburg. <br /><br />From 1997 to 2022 he has been co-director of CDM Centro Didattico Musicale, a music school in Rome, Italy, inspired by the Orff approach. In collaboration with Rome University “Tor Vergata” he has co-directed a 1-year Orff-Schulwerk teacher education course from 2007 to 2023.<br />- - -<br />National and international activity as a music teacher educator, mainly on the themes: <br />elemental music and dance education, ensemble music for percussion instruments, group improvisation and musical creativity, cognitive aspects of music learning.<br /><span class="u-fw700">Phone: </span>0049(0)172 7844557<br /><b>Address: </b>Einingerstraße<br />36<br /><div class="js-profile-less-about u-linkUnstyled u-tcGrayDarker u-textDecorationUnderline u-displayNone">less</div></div></div><div class="ri-section"><div class="ri-section-header"><span>Interests</span><a class="ri-more-link js-profile-ri-list-card" data-click-track="profile-user-info-primary-research-interest" data-has-card-for-ri-list="4991663">View All (9)</a></div><div class="ri-tags-container"><a data-click-track="profile-user-info-expand-research-interests" 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/></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/101369850/Spiel">Spiel</a></div><div class="wp-workCard_item"><span>EMP kompakt. Kompendium der Elementaren Musikpädagogik</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Dieser Beitrag basiert im Besonderen auf soziokulturellen und konstruktivistischen Theorien über ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Dieser Beitrag basiert im Besonderen auf soziokulturellen und konstruktivistischen Theorien über die Rolle des Spiels in der frühkindlichen Bildung (Wood und Attfield 2005; Anning et al. 2008; Broadhead et al. 2010). Züge und Typen von Spiel, die für die EMP einschlägig sind, werden aufgezeigt. Befunde aus der Forschung über<br />Musical Play sowie allgemeine Implikationen für eine spielorientierte pädagogische Praxis werden vorgestellt. Die folgenden Betrachtungen betreffen zwar eher Kinder, sind aber ohne Weiteres auch auf die musikalische Arbeit mit Jugendlichen, Erwachsenen und anderen Zielgruppen erweiterbar.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="54bddd4b20fc55a88ddafaaf189d2a1c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":101930397,"asset_id":101369850,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/101930397/download_file?st=MTczMjc5MTc2Nyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="101369850"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="101369850"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 101369850; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=101369850]").text(description); $(".js-view-count[data-work-id=101369850]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 101369850; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='101369850']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 101369850, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "54bddd4b20fc55a88ddafaaf189d2a1c" } } $('.js-work-strip[data-work-id=101369850]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":101369850,"title":"Spiel","translated_title":"","metadata":{"abstract":"Dieser Beitrag basiert im Besonderen auf soziokulturellen und konstruktivistischen Theorien über die Rolle des Spiels in der frühkindlichen Bildung (Wood und Attfield 2005; Anning et al. 2008; Broadhead et al. 2010). 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Sangiorgio (Ed.), Creative interactions. Creative learning, creative teaching, and teaching for group creativity in music education (pp. 167-183).</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Higher music education students often have limited opportunities to unfold their musical creativi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Higher music education students often have limited opportunities to unfold their musical creativities during their Western classical music studies. The interpretation and performance of the works of great masters still largely dominates instrumental music instruction, thus reducing the possibilities for students to nurture their personal artistry as well as to develop creative skills that are important for their pedagogical activity as music teachers. However, students' creative development does not necessarily have to be at odds with the classical tradition, but rather it may find valuable stimuli in it. Informed by social constructivist and sociocultural perspectives on creativity, this article focuses on the creative process of a group of undergraduate music education students within the module "Artistic Practice" led by the author in the context of the course of studies Elemental Music Education at the University of Music and Theatre Munich. The musical activity aimed to enhance students' creativity by using the classical instrumental literature that belongs to their cultural identity as musicians-the one they daily interpret or listen to, but do not usually creatively intervene on-as the starting point for a group creative journey. Students analysed and deconstructed some pieces of their own choice, identified interesting musical ideas-e.g. harmonic structure, musical texture, or rhythmic organisation-rearranged and recombined these elements in new ways, integrated further ideas of their own, and eventually assembled them to construct new music pieces. This collaborative creative process of manipulation and transformation of the material went through recursive phases of exploration, improvisation, evaluation of the outcomes, up to writing the final score of a group composition that was presented live among the artistic performances in the context of the 2022 Conference Creative Interactions in Munich. The article also discusses relevant pedagogical strategies, the role of the teacher as designer and facilitator of creative learning processes as well the challenges and artistic/pedagogical implications of this kind of creative approach to classical music.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2a21f0016b80fe8c7cb527f0491e6529" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":102314683,"asset_id":101369168,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/102314683/download_file?st=MTczMjc5MTc2OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="101369168"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="101369168"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 101369168; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=101369168]").text(description); $(".js-view-count[data-work-id=101369168]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 101369168; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='101369168']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 101369168, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2a21f0016b80fe8c7cb527f0491e6529" } } $('.js-work-strip[data-work-id=101369168]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":101369168,"title":"Tradition and Creativity Combined: Undergraduate Students' Use of Western Classical Music as a Source of Ideas for Collaborative Improvisation and Composition","translated_title":"","metadata":{"abstract":"Higher music education students often have limited opportunities to unfold their musical creativities during their Western classical music studies. 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Students analysed and deconstructed some pieces of their own choice, identified interesting musical ideas-e.g. harmonic structure, musical texture, or rhythmic organisation-rearranged and recombined these elements in new ways, integrated further ideas of their own, and eventually assembled them to construct new music pieces. This collaborative creative process of manipulation and transformation of the material went through recursive phases of exploration, improvisation, evaluation of the outcomes, up to writing the final score of a group composition that was presented live among the artistic performances in the context of the 2022 Conference Creative Interactions in Munich. 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The study intended to develop a theoretical framework for understanding the ways in which early primary children interact when they engage in group creative music making. The focus of the research questions was on creative interactions and, more specifically, on the different kinds of interactions emerging in the group, the component aspects of group work influencing children&#39;s collaboration, the meanings that children ascribe to their experience, and the educational value of creative interactions. This exploratory, interpretive enquiry was framed by sociocultural perspectives on learning and creativity. A qualitative research methodology was adopted, which combined elements derived from case study research, ethnographic approaches, and practitioner research. 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The focus was on creative interactions and on how early primary children interact when they engage in creative group music making. Related questions were on: 1) the different communicative media employed, 2) the component aspects of group work influencing children&#39;s creative endeavours, 3) the meanings that children attribute to their creative experience, and 4) the educational and ethical values of creative interactions. The study was carried out in a private music school in Rome, Italy. A group of eight 5-7-year-old children participated over eight months in 30 weekly sessions of group creative activities in music and movement. I was the teacher researcher and worked with a co-teacher. This exploratory, interpretive inquiry was framed by sociocultural perspectives on learning and creativity. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="67563207"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/67563207/Fostering_Children_s_Rhythm_Skills_through_Creative_Interactions_An_Application_of_the_Cognitive_Apprenticeship_Model_to_Group_Improvisation"><img alt="Research paper thumbnail of Fostering Children’s Rhythm Skills through Creative Interactions: An Application of the Cognitive Apprenticeship Model to Group Improvisation" class="work-thumbnail" src="https://attachments.academia-assets.com/78333184/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/67563207/Fostering_Children_s_Rhythm_Skills_through_Creative_Interactions_An_Application_of_the_Cognitive_Apprenticeship_Model_to_Group_Improvisation">Fostering Children’s Rhythm Skills through Creative Interactions: An Application of the Cognitive Apprenticeship Model to Group Improvisation</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This chapter illustrates a teaching/learning process for enhancing rhythmic understanding and ski...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This chapter illustrates a teaching/learning process for enhancing rhythmic understanding and skills through group improvisation, as it has been experienced by the teacher-researcher with a small group of 5-7-year-old pupils in the context of a doctoral research study on children’s interactions in creative music making. The focus is, on the one hand, on what these children have learnt, specifically the kind of interactive skills that they developed – synchronising and entraining to each other, and being able to consistently produce and coordinate rhythmic figures on a pulse. On the other hand, it is relevant to see how they have learnt it: based on the model of cognitive apprenticeship, the subsequent phases of the teaching pathway are described, as a successful example of a social constructivist approach to musical creativity. Researching children’s interactions in creative music-making activities In the primary school curricula of many countries it is explicitly recommended to inc...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6b2f4dfdb57678704de462e858706ae0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":78333184,"asset_id":67563207,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/78333184/download_file?st=MTczMjc5MTc2OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="67563207"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="67563207"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 67563207; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=67563207]").text(description); $(".js-view-count[data-work-id=67563207]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 67563207; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='67563207']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 67563207, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "6b2f4dfdb57678704de462e858706ae0" } } $('.js-work-strip[data-work-id=67563207]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":67563207,"title":"Fostering Children’s Rhythm Skills through Creative Interactions: An Application of the Cognitive Apprenticeship Model to Group Improvisation","translated_title":"","metadata":{"abstract":"This chapter illustrates a teaching/learning process for enhancing rhythmic understanding and skills through group improvisation, as it has been experienced by the teacher-researcher with a small group of 5-7-year-old pupils in the context of a doctoral research study on children’s interactions in creative music making. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="56646457"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/56646457/At_Risk_Youth_Music_Making_as_a_Means_to_Promote_Positive_Relationships"><img alt="Research paper thumbnail of At-Risk Youth: Music-Making as a Means to Promote Positive Relationships" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/56646457/At_Risk_Youth_Music_Making_as_a_Means_to_Promote_Positive_Relationships">At-Risk Youth: Music-Making as a Means to Promote Positive Relationships</a></div><div class="wp-workCard_item"><span>Oxford Handbooks Online</span><span>, 2012</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="56646457"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="56646457"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 56646457; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="43996689"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/43996689/The_polarity_cooperative_vs_collaborative_as_a_conceptual_tool_to_observe_young_childrens_creative_interactions_in_group_music_making"><img alt="Research paper thumbnail of The polarity "cooperative vs collaborative" as a conceptual tool to observe young children's creative interactions in group music making" class="work-thumbnail" src="https://attachments.academia-assets.com/64328769/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/43996689/The_polarity_cooperative_vs_collaborative_as_a_conceptual_tool_to_observe_young_childrens_creative_interactions_in_group_music_making">The polarity "cooperative vs collaborative" as a conceptual tool to observe young children's creative interactions in group music making</a></div><div class="wp-workCard_item"><span>ÍMPAR - Online journal for artistic research in music</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article presents some findings of a doctoral study on children's collaborative creativity in...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article presents some findings of a doctoral study on children's collaborative creativity in music. The study intended to develop a theoretical framework for understanding the ways in which early primary children interact when they engage in group creative music making. The focus of the research questions was on creative interactions and, more specifically, on the different kinds of interactions emerging in the group, the component aspects of group work influencing children's collaboration, the meanings that children ascribe to their experience, and the educational value of creative interactions. This exploratory, interpretive enquiry was framed by sociocultural perspectives on learning and creativity. A qualitative research methodology was adopted, which combined elements derived from case study research, ethnographic approaches, and practitioner research. The data collection was carried out in a music school in Italy, where a group of 5-7-year-old children were involved over eight months in a range of creative music and movement activities. I was the teacher researcher and worked with a co-teacher. Data collection methods included participant observation, videorecording of sessions, documentation, and strategies for eliciting children's meanings. Thematic analysis, both theory-driven and data-driven, was conducted in order to identify relevant issues. This paper concentrates on a slice of the findings, relevant to the categorisation and analysis of children's creative interactions. In agreement with similar distinctions in the research literature, the study identified the polarity "cooperative vs collaborative" as a useful conceptual tool to interpret how children organise the process and the product of their collective work. Some exemplary episodes of creative interactions in children's group work in music are presented and discussed. "Cooperative" and "collaborative" can be seen as the extremes of a continuum of possibilities ranging from "working separately and then assembling the parts into a whole" to "jointly generating and developing ideas all along the process". This conceptual distinction helps to identify the varying degrees of interactivity in the group's creative work, the different kinds of division of labour and the decision-making strategies that the group may adopt in tackling the creative task. Based on the findings, implications for the pedagogical practice are drawn.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4c5974b36889a2af5b39b01993378b47" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":64328769,"asset_id":43996689,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/64328769/download_file?st=MTczMjc5MTc2OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="43996689"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="43996689"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43996689; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43996689]").text(description); $(".js-view-count[data-work-id=43996689]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 43996689; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='43996689']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 43996689, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4c5974b36889a2af5b39b01993378b47" } } $('.js-work-strip[data-work-id=43996689]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":43996689,"title":"The polarity \"cooperative vs collaborative\" as a conceptual tool to observe young children's creative interactions in group music making","translated_title":"","metadata":{"abstract":"This article presents some findings of a doctoral study on children's collaborative creativity in music. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="43996523"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/43996523/Creative_group_work_as_a_central_pedagogical_strategy_in_the_Orff_Schulwerk_approach"><img alt="Research paper thumbnail of Creative group work as a central pedagogical strategy in the Orff-Schulwerk approach" class="work-thumbnail" src="https://attachments.academia-assets.com/101930313/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/43996523/Creative_group_work_as_a_central_pedagogical_strategy_in_the_Orff_Schulwerk_approach">Creative group work as a central pedagogical strategy in the Orff-Schulwerk approach</a></div><div class="wp-workCard_item"><span>Orff-Schulwerk International</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this article, I aim briefly to illustrate a possible “pedagogy of creative group work” applied...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this article, I aim briefly to illustrate a possible “pedagogy of creative group work” applied to the Orff-Schulwerk classroom based on my own teaching experience and research (Sangiorgio, 2016). I outline the major phases of the group creative process, providing some considerations about relevant pedagogical strategies in planning, implementing and evaluating each of them.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3ba98a060c3e51051e6a6e80be873204" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":101930313,"asset_id":43996523,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/101930313/download_file?st=MTczMjc5MTc2OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="43996523"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="43996523"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43996523; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43996523]").text(description); $(".js-view-count[data-work-id=43996523]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 43996523; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='43996523']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 43996523, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3ba98a060c3e51051e6a6e80be873204" } } $('.js-work-strip[data-work-id=43996523]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":43996523,"title":"Creative group work as a central pedagogical strategy in the Orff-Schulwerk approach","translated_title":"","metadata":{"issue":"1","volume":"1","abstract":"In this article, I aim briefly to illustrate a possible “pedagogy of creative group work” applied to the Orff-Schulwerk classroom based on my own teaching experience and research (Sangiorgio, 2016). 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This article examines the characteristics of OS projects that involve special populations, i.e. interventions that require a highly individualised approach due to the particular situation in which they take place. It is about a wide range of ’non-standard’ situations which can be very different from one another with regard to setting and addressed groups. The attempt made here is to identify the main features that these heterogeneous applications of OS may share in terms of pursued goals, types of activity, pedagogical and methodological approach, and attitudes of the leader.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c572b96d667bb6eaac2bba58e63da80b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":64328544,"asset_id":43996522,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/64328544/download_file?st=MTczMjc5MTc2OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="43996522"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="43996522"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43996522; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43996522]").text(description); $(".js-view-count[data-work-id=43996522]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 43996522; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='43996522']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 43996522, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c572b96d667bb6eaac2bba58e63da80b" } } $('.js-work-strip[data-work-id=43996522]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":43996522,"title":"Working with special populations: The potential of the Orff-Schulwerk approach","translated_title":"","metadata":{"issue":"Winter 2018","volume":"99","abstract":"Orff-Schulwerk as a pedagogical approach can be used in a variety of contexts and with diverse groups. 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Gordon’s Music Learning Theory" class="work-thumbnail" src="https://attachments.academia-assets.com/64328535/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/43996520/Models_of_an_Orff_Approach_Integrating_Edwin_E_Gordon_s_Music_Learning_Theory">Models of an Orff Approach Integrating Edwin E. Gordon’s Music Learning Theory</a></div><div class="wp-workCard_item"><span>In Dialogue. Elemental Music and Dance Education in Interdisciplinary Contexts. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="37690517"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37690517/Opportunities_and_challenges_of_encounters_between_Orff_Schulwerk_and_modern_arts"><img alt="Research paper thumbnail of Opportunities and challenges of encounters between Orff-Schulwerk and modern arts" class="work-thumbnail" src="https://attachments.academia-assets.com/57681265/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37690517/Opportunities_and_challenges_of_encounters_between_Orff_Schulwerk_and_modern_arts">Opportunities and challenges of encounters between Orff-Schulwerk and modern arts</a></div><div class="wp-workCard_item"><span>Orff-Schulwer Heute</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Given its holistic approach to multi-sensorial learning experiences, Orff-Schulwerk is naturally ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Given its holistic approach to multi-sensorial learning experiences, Orff-Schulwerk is naturally open to encounters with other domains of artistic practice, such as poetry, narrative, theatre or the visual arts. This article discusses potential benefits and risks of integrating music and dance with processes and products of other arts, in particular of the Modern Arts (taken here as a broad category to define the arts of the 20th century).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="978c5f2b219bfbc06b73f8c1a1c1504f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57681265,"asset_id":37690517,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57681265/download_file?st=MTczMjc5MTc2OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37690517"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37690517"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37690517; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37690517]").text(description); $(".js-view-count[data-work-id=37690517]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37690517; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37690517']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 37690517, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "978c5f2b219bfbc06b73f8c1a1c1504f" } } $('.js-work-strip[data-work-id=37690517]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37690517,"title":"Opportunities and challenges of encounters between Orff-Schulwerk and modern arts","translated_title":"","metadata":{"volume":"Winter 2017","abstract":"Given its holistic approach to multi-sensorial learning experiences, Orff-Schulwerk is naturally open to encounters with other domains of artistic practice, such as poetry, narrative, theatre or the visual arts. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="28394626"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/28394626/PhD_Dissertation_2016_Collaborative_creativity_in_music_education_Childrens_interactions_in_group_creative_music_making"><img alt="Research paper thumbnail of PhD Dissertation (2016): Collaborative creativity in music education: Children's interactions in group creative music making" class="work-thumbnail" src="https://attachments.academia-assets.com/51782435/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/28394626/PhD_Dissertation_2016_Collaborative_creativity_in_music_education_Childrens_interactions_in_group_creative_music_making">PhD Dissertation (2016): Collaborative creativity in music education: Children's interactions in group creative music making</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study intended to develop a theoretical framework for understanding children's collaborative...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study intended to develop a theoretical framework for understanding children's collaborative creativity in music. <br /><br />The focus was on creative interactions and on how early primary children interact when they engage in creative group music making. Related questions were on: 1) the different communicative media employed, 2) the component aspects of group work influencing children's creative endeavours, 3) the meanings that children attribute to their creative experience, and 4) the educational and ethical values of creative interactions. The study was carried out in a private music school in Rome, Italy. A group of eight 5-7-year-old children participated over eight months in 30 weekly sessions of group creative activities in music and movement. I was the teacher researcher and worked with a co-teacher. <br /><br />This exploratory, interpretive inquiry was framed by sociocultural perspectives on learning and creativity. A qualitative research methodology was adopted, which combined methodological elements derived from case study research, ethnographic approaches, and practitioner research. Data collection methods included participant observation, video-recording of sessions, documentation, and strategies for eliciting children's meanings. Thematic analysis, both theory-driven and data-driven, was conducted in order to identify relevant issues. <br /><br />The findings of the study suggest that in creative collaborative work in music bodily interactions and musical interactions have a stronger significance than verbal interactions. A conceptual distinction was made between 'cooperative' vs 'collaborative' which helped to characterise the different degrees of interactivity in the group's creative work. The study identified a range of component aspects which influenced the quality and productivity of children's collaborative interactions. These included: children's characteristics, context and setting, pedagogical approach, task design, collaboratively emergent processes, underlying tensions in creative learning, reflection on and evaluation of creative work, and time. Children actively gave meaning to their group creative music making mostly in terms of imagery and narrative, though they were gradually shifting towards more purely musical conceptualisations. Creating music in groups had the potential to enhance their sense of competence, ownership and belonging, and supported ethical values such as promoting the person, freedom, responsibility, a multiplicity of perspectives, and democracy. <br /><br />Three meta-themes run throughout the findings of the study, which are in line with sociocultural perspectives: i) a systems perspective as necessary to gain a more comprehensive view of collaborative creativity; ii) creativity as an inherently social phenomenon, and iii) creativity as processual and emergent. <br /><br />The implications for pedagogical practice highlight the importance of including creative collaborative activities in the music curriculum. <br /><br />Key words: children, music, collaborative creativity, group work, play</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f4c24d4205ca5b70983724800fe5479c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51782435,"asset_id":28394626,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51782435/download_file?st=MTczMjc5MTc2OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="28394626"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="28394626"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 28394626; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=28394626]").text(description); $(".js-view-count[data-work-id=28394626]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 28394626; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='28394626']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 28394626, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f4c24d4205ca5b70983724800fe5479c" } } $('.js-work-strip[data-work-id=28394626]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":28394626,"title":"PhD Dissertation (2016): Collaborative creativity in music education: Children's interactions in group creative music making","translated_title":"","metadata":{"abstract":"This study intended to develop a theoretical framework for understanding children's collaborative creativity in music. \n\nThe focus was on creative interactions and on how early primary children interact when they engage in creative group music making. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="28394457"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/28394457/Sangiorgio_2014_Orff_Schulwerk_Relationships_between_practice_and_theory_OSHeute_n_91"><img alt="Research paper thumbnail of Sangiorgio (2014) Orff-Schulwerk: Relationships between practice and theory - OSHeute n.91" class="work-thumbnail" src="https://attachments.academia-assets.com/48732722/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/28394457/Sangiorgio_2014_Orff_Schulwerk_Relationships_between_practice_and_theory_OSHeute_n_91">Sangiorgio (2014) Orff-Schulwerk: Relationships between practice and theory - OSHeute n.91</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The Orff-Schulwerk binds together a community of teachers. We share the experience of practice an...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The Orff-Schulwerk binds together a community of teachers. We share the experience of practice and a certain way of teaching music and movement/dance: a pedagogy. The Orff-Schulwerk is sometimes criticised for being a very 'active' approach, even too 'practical', with little awareness. I want here to address this issue and to involve the reader in thinking about the role of reflection and theory in our Orff-Schulwerk practice. I will not provide definitive answers, but rather my intention is to provide a framework for discussing the many aspects of this open theme. I will also include ideas proposed by participants to the 2014 Orff-Schulwerk Forum Convention “The education of the educators”, in which a group work session was devoted to the topic.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3efa24ae3642332a43aad4d37d217cf1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":48732722,"asset_id":28394457,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/48732722/download_file?st=MTczMjc5MTc2OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="28394457"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="28394457"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 28394457; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=28394457]").text(description); $(".js-view-count[data-work-id=28394457]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 28394457; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='28394457']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 28394457, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3efa24ae3642332a43aad4d37d217cf1" } } $('.js-work-strip[data-work-id=28394457]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":28394457,"title":"Sangiorgio (2014) Orff-Schulwerk: Relationships between practice and theory - OSHeute n.91","translated_title":"","metadata":{"abstract":"The Orff-Schulwerk binds together a community of teachers. We share the experience of practice and a certain way of teaching music and movement/dance: a pedagogy. The Orff-Schulwerk is sometimes criticised for being a very 'active' approach, even too 'practical', with little awareness. I want here to address this issue and to involve the reader in thinking about the role of reflection and theory in our Orff-Schulwerk practice. I will not provide definitive answers, but rather my intention is to provide a framework for discussing the many aspects of this open theme. I will also include ideas proposed by participants to the 2014 Orff-Schulwerk Forum Convention “The education of the educators”, in which a group work session was devoted to the topic. "},"translated_abstract":"The Orff-Schulwerk binds together a community of teachers. We share the experience of practice and a certain way of teaching music and movement/dance: a pedagogy. 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An application of the cognitive apprenticeship model to group improvisation" class="work-thumbnail" src="https://attachments.academia-assets.com/32211814/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/4942631/Sangiorgio_Hennessy_2013_Fostering_children_s_rhythm_skills_through_creative_interactions_An_application_of_the_cognitive_apprenticeship_model_to_group_improvisation"> Sangiorgio Hennessy 2013 Fostering children’s rhythm skills through creative interactions. An application of the cognitive apprenticeship model to group improvisation</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This chapter illustrates a teaching/learning process for enhancing rhythmic understanding and ski...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This chapter illustrates a teaching/learning process for enhancing rhythmic understanding and skills through group improvisation, as it has been experienced by the teacher-researcher with a small group of 5-7-year-old pupils in the context of a doctoral research study on children’s interactions in creative music making. <br />The focus is, on the one hand, on what these children have learnt, specifically the kind of interactive skills that they developed – synchronising and entraining to each other, and being able to consistently produce and coordinate rhythmic figures on a pulse. On the other hand, it is relevant to see how they have learnt it: based on the model of cognitive apprenticeship, the subsequent phases of the teaching pathway are described, as a successful example of a social constructivist approach to musical creativity.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="03359b1df93a12fcc2f7fc38d11be449" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":32211814,"asset_id":4942631,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/32211814/download_file?st=MTczMjc5MTc2OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="4942631"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="4942631"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 4942631; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=4942631]").text(description); $(".js-view-count[data-work-id=4942631]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 4942631; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='4942631']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 4942631, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "03359b1df93a12fcc2f7fc38d11be449" } } $('.js-work-strip[data-work-id=4942631]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":4942631,"title":" Sangiorgio Hennessy 2013 Fostering children’s rhythm skills through creative interactions. 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On the other hand, it is relevant to see how they have learnt it: based on the model of cognitive apprenticeship, the subsequent phases of the teaching pathway are described, as a successful example of a social constructivist approach to musical creativity.\r\n"},"translated_abstract":"This chapter illustrates a teaching/learning process for enhancing rhythmic understanding and skills through group improvisation, as it has been experienced by the teacher-researcher with a small group of 5-7-year-old pupils in the context of a doctoral research study on children’s interactions in creative music making. \r\nThe focus is, on the one hand, on what these children have learnt, specifically the kind of interactive skills that they developed – synchronising and entraining to each other, and being able to consistently produce and coordinate rhythmic figures on a pulse. 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An application of the cognitive apprenticeship model to group improvisation"}],"downloadable_attachments":[{"id":32211814,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/32211814/thumbnails/1.jpg","file_name":"Sangiorgio_Hennessy_2013_Fostering_childrens_rhythm_skills_through_creative_interactions.pdf","download_url":"https://www.academia.edu/attachments/32211814/download_file?st=MTczMjc5MTc2OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Sangiorgio_Hennessy_2013_Fostering_child.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/32211814/Sangiorgio_Hennessy_2013_Fostering_childrens_rhythm_skills_through_creative_interactions-libre.pdf?1391538039=\u0026response-content-disposition=attachment%3B+filename%3DSangiorgio_Hennessy_2013_Fostering_child.pdf\u0026Expires=1732795368\u0026Signature=YEp-dGxHyNFnJ8L21QEWBfj-Ky5wot5HM0XPTBPdPXdH4mrn~cOvBdB3QZv~pC1eA~9ksXbK0bh8f3JQjPARWQrCTp5KpgB0NAYMByrjL7ZV22p44Z5yhx3yz5Bvi5~-myJVVX4QIyCvFxRp7E2dumXjMAv9xFBriQktTWditG84yEN2czj1tuVQOxcErHO7QdiCU-CMp51X1grSDEZRHNT3ysLrUkbH4lgi~rGUsUyIPXf-QIAqaYBsNLEp0dqpJMeqqgML92nIvJkHT~W7T3702h-YvwaJGbY80Pu-aydSms1MqIx17iMJBY6wtPIOuUpNjjn4Br983nFjRSVnHA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Sangiorgio_Hennessy_2013_Fostering_children_s_rhythm_skills_through_creative_interactions_An_application_of_the_cognitive_apprenticeship_model_to_group_improvisation","translated_slug":"","page_count":9,"language":"en","content_type":"Work","owner":{"id":4991663,"first_name":"Andrea","middle_initials":null,"last_name":"Sangiorgio","page_name":"AndreaSangiorgio","domain_name":"musikhochschule-muenchen","created_at":"2013-07-29T22:09:39.447-07:00","display_name":"Andrea Sangiorgio","url":"https://musikhochschule-muenchen.academia.edu/AndreaSangiorgio"},"attachments":[{"id":32211814,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/32211814/thumbnails/1.jpg","file_name":"Sangiorgio_Hennessy_2013_Fostering_childrens_rhythm_skills_through_creative_interactions.pdf","download_url":"https://www.academia.edu/attachments/32211814/download_file?st=MTczMjc5MTc2OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Sangiorgio_Hennessy_2013_Fostering_child.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/32211814/Sangiorgio_Hennessy_2013_Fostering_childrens_rhythm_skills_through_creative_interactions-libre.pdf?1391538039=\u0026response-content-disposition=attachment%3B+filename%3DSangiorgio_Hennessy_2013_Fostering_child.pdf\u0026Expires=1732795368\u0026Signature=YEp-dGxHyNFnJ8L21QEWBfj-Ky5wot5HM0XPTBPdPXdH4mrn~cOvBdB3QZv~pC1eA~9ksXbK0bh8f3JQjPARWQrCTp5KpgB0NAYMByrjL7ZV22p44Z5yhx3yz5Bvi5~-myJVVX4QIyCvFxRp7E2dumXjMAv9xFBriQktTWditG84yEN2czj1tuVQOxcErHO7QdiCU-CMp51X1grSDEZRHNT3ysLrUkbH4lgi~rGUsUyIPXf-QIAqaYBsNLEp0dqpJMeqqgML92nIvJkHT~W7T3702h-YvwaJGbY80Pu-aydSms1MqIx17iMJBY6wtPIOuUpNjjn4Br983nFjRSVnHA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":671,"name":"Music","url":"https://www.academia.edu/Documents/in/Music"},{"id":683,"name":"Music Education","url":"https://www.academia.edu/Documents/in/Music_Education"},{"id":937,"name":"Improvisation","url":"https://www.academia.edu/Documents/in/Improvisation"},{"id":1751,"name":"Creativity","url":"https://www.academia.edu/Documents/in/Creativity"},{"id":9985,"name":"Group Processes \u0026 Intergroup Relations","url":"https://www.academia.edu/Documents/in/Group_Processes_and_Intergroup_Relations"},{"id":54533,"name":"Children","url":"https://www.academia.edu/Documents/in/Children"},{"id":67458,"name":"Cognitive Apprenticeship","url":"https://www.academia.edu/Documents/in/Cognitive_Apprenticeship"},{"id":229896,"name":"Collaboration in musical creation","url":"https://www.academia.edu/Documents/in/Collaboration_in_musical_creation"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="28394712"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/28394712/Sangiorgio_2010_Orff_Schulwerk_as_Anthropology_of_Music"><img alt="Research paper thumbnail of Sangiorgio (2010) Orff-Schulwerk as Anthropology of Music" class="work-thumbnail" src="https://attachments.academia-assets.com/48732494/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/28394712/Sangiorgio_2010_Orff_Schulwerk_as_Anthropology_of_Music">Sangiorgio (2010) Orff-Schulwerk as Anthropology of Music</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In the last decades Ethnomusicology – or better, Anthropology of Music – has gone beyond the mere...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In the last decades Ethnomusicology – or better, Anthropology of Music – has gone beyond the mere study of the musical products of other cultures. It investigates the whole of the interactions among the psychological, social and cultural factors that are at the base of any process of music production and reception. The question to be answered is: how musical is man? (John Blacking). For this purpose we have to take into account not only the music itself, but also the many different conceptions, uses, behaviours and functions regarding a music within its cultural context (Alan P. Merriam).<br /><br />It is possible to establish an analogy between this wide, anthropological approach to the human being as a music maker and the pedagogical concept of the Orff-Schulwerk.<br /><br />There are two kinds of consideration to be made:<br />1) We consider the process of teaching music in the first place as a way of bringing someone to enjoy and produce music. In the Orff-Schulwerk tradition we use many procedures that are common to those found by ethnomusicologists in many musical cultures of the world, such as oral learning, improvising, integrating music with movement and other arts, etc. The Orff-Schulwerk explicitly promotes the creative use of musical materials coming from one's own and other cultures; as a matter of fact, ever since its early beginnings in the 1920s it has been conspicuously inter-cultural.<br />2) Our focus is not only on the musical product: while teaching we need to take into consideration all the human – cognitive, physical, emotional, social, cultural, therapeutic – factors connected with the enjoyment of music. In this sense we say that the Orff approach is holistic, i.e. it addresses the whole person.<br /><br />Anthropology means "the study of man": to say "Orff-Schulwerk as Anthropology of Music" means to say that we not only aim to develop the musicianship of our students, but also that we use music in order to enhance their personality and humanity.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b799c8db4cfc52c1b2dd6af771de35e0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":48732494,"asset_id":28394712,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/48732494/download_file?st=MTczMjc5MTc2OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="28394712"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="28394712"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 28394712; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=28394712]").text(description); $(".js-view-count[data-work-id=28394712]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 28394712; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='28394712']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 28394712, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b799c8db4cfc52c1b2dd6af771de35e0" } } $('.js-work-strip[data-work-id=28394712]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":28394712,"title":"Sangiorgio (2010) Orff-Schulwerk as Anthropology of Music","translated_title":"","metadata":{"abstract":"In the last decades Ethnomusicology – or better, Anthropology of Music – has gone beyond the mere study of the musical products of other cultures. It investigates the whole of the interactions among the psychological, social and cultural factors that are at the base of any process of music production and reception. The question to be answered is: how musical is man? (John Blacking). For this purpose we have to take into account not only the music itself, but also the many different conceptions, uses, behaviours and functions regarding a music within its cultural context (Alan P. Merriam).\n\nIt is possible to establish an analogy between this wide, anthropological approach to the human being as a music maker and the pedagogical concept of the Orff-Schulwerk.\n\nThere are two kinds of consideration to be made:\n1) We consider the process of teaching music in the first place as a way of bringing someone to enjoy and produce music. In the Orff-Schulwerk tradition we use many procedures that are common to those found by ethnomusicologists in many musical cultures of the world, such as oral learning, improvising, integrating music with movement and other arts, etc. The Orff-Schulwerk explicitly promotes the creative use of musical materials coming from one's own and other cultures; as a matter of fact, ever since its early beginnings in the 1920s it has been conspicuously inter-cultural.\n2) Our focus is not only on the musical product: while teaching we need to take into consideration all the human – cognitive, physical, emotional, social, cultural, therapeutic – factors connected with the enjoyment of music. In this sense we say that the Orff approach is holistic, i.e. it addresses the whole person.\n\nAnthropology means \"the study of man\": to say \"Orff-Schulwerk as Anthropology of Music\" means to say that we not only aim to develop the musicianship of our students, but also that we use music in order to enhance their personality and humanity."},"translated_abstract":"In the last decades Ethnomusicology – or better, Anthropology of Music – has gone beyond the mere study of the musical products of other cultures. It investigates the whole of the interactions among the psychological, social and cultural factors that are at the base of any process of music production and reception. The question to be answered is: how musical is man? (John Blacking). For this purpose we have to take into account not only the music itself, but also the many different conceptions, uses, behaviours and functions regarding a music within its cultural context (Alan P. Merriam).\n\nIt is possible to establish an analogy between this wide, anthropological approach to the human being as a music maker and the pedagogical concept of the Orff-Schulwerk.\n\nThere are two kinds of consideration to be made:\n1) We consider the process of teaching music in the first place as a way of bringing someone to enjoy and produce music. In the Orff-Schulwerk tradition we use many procedures that are common to those found by ethnomusicologists in many musical cultures of the world, such as oral learning, improvising, integrating music with movement and other arts, etc. The Orff-Schulwerk explicitly promotes the creative use of musical materials coming from one's own and other cultures; as a matter of fact, ever since its early beginnings in the 1920s it has been conspicuously inter-cultural.\n2) Our focus is not only on the musical product: while teaching we need to take into consideration all the human – cognitive, physical, emotional, social, cultural, therapeutic – factors connected with the enjoyment of music. In this sense we say that the Orff approach is holistic, i.e. it addresses the whole person.\n\nAnthropology means \"the study of man\": to say \"Orff-Schulwerk as Anthropology of Music\" means to say that we not only aim to develop the musicianship of our students, but also that we use music in order to enhance their personality and humanity.","internal_url":"https://www.academia.edu/28394712/Sangiorgio_2010_Orff_Schulwerk_as_Anthropology_of_Music","translated_internal_url":"","created_at":"2016-09-10T11:43:36.313-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":4991663,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":48732494,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/48732494/thumbnails/1.jpg","file_name":"Sangiorgio_2010_Orff-Schulwerk_as_Anthropology_of_Music.pdf","download_url":"https://www.academia.edu/attachments/48732494/download_file?st=MTczMjc5MTc2OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Sangiorgio_2010_Orff_Schulwerk_as_Anthro.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/48732494/Sangiorgio_2010_Orff-Schulwerk_as_Anthropology_of_Music-libre.pdf?1473534047=\u0026response-content-disposition=attachment%3B+filename%3DSangiorgio_2010_Orff_Schulwerk_as_Anthro.pdf\u0026Expires=1732795368\u0026Signature=YIOyW0hiyj8b22S~tNuXq3jFhIz8llE9lIDGqUAnN4p6aeQMb4Dfwx0ZBLQ-Zvmw65w-9pj4KlhBE6CHEDlrxgHlvcL0E9YQcUllRVW4I7aE0KP1RziubSjLthPa4vpH0bbyFD4gAdIbzDVWdzqInvYZgDcjxVsIINSFGqShNmSnCXuYxSTpgx9HwUjlPhDY3yDh8wd~hZLlichEnHtHhM3vvMOMsOG~VzXXK3WxrE79E9RhVtyu5Ny78EGcUlfxFFlmZGyVv7kUKlwvgGDOJlWkIEG6s8FfD-nZ~iCM2Gs2kJrGcz54T6OVeQMgsYY0WdLrNcV-Qv1E4qwRyBZriA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Sangiorgio_2010_Orff_Schulwerk_as_Anthropology_of_Music","translated_slug":"","page_count":15,"language":"en","content_type":"Work","owner":{"id":4991663,"first_name":"Andrea","middle_initials":null,"last_name":"Sangiorgio","page_name":"AndreaSangiorgio","domain_name":"musikhochschule-muenchen","created_at":"2013-07-29T22:09:39.447-07:00","display_name":"Andrea 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of Music","url":"https://www.academia.edu/Documents/in/Anthropology_of_Music"},{"id":1987,"name":"Ethnomusicology","url":"https://www.academia.edu/Documents/in/Ethnomusicology"},{"id":20861,"name":"Orff Schulwerk","url":"https://www.academia.edu/Documents/in/Orff_Schulwerk"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="4134457"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/4134457/Bambini_al_Centro_Music_as_a_means_to_promote_wellbeing_Birth_and_configuration_of_an_experience"><img alt="Research paper thumbnail of Bambini al Centro: Music as a means to promote wellbeing.: Birth and configuration of an experience" class="work-thumbnail" src="https://attachments.academia-assets.com/31646823/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/4134457/Bambini_al_Centro_Music_as_a_means_to_promote_wellbeing_Birth_and_configuration_of_an_experience">Bambini al Centro: Music as a means to promote wellbeing.: Birth and configuration of an experience</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://musikhochschule-muenchen.academia.edu/AndreaSangiorgio">Andrea Sangiorgio</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/ValentinaIadeluca">Valentina Iadeluca</a></span></div><div class="wp-workCard_item"><span>International Journal of Community Music</span><span>, 2009</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e3d9c7d982cb866d9710a1869bfc370b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":31646823,"asset_id":4134457,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/31646823/download_file?st=MTczMjc5MTc2OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="4134457"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item 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href="https://www.academia.edu/101369002/Creative_interactions_Creative_learning_creative_teaching_and_teaching_for_group_creativity_in_music_education"><img alt="Research paper thumbnail of Creative interactions. Creative learning, creative teaching, and teaching for group creativity in music education." class="work-thumbnail" src="https://attachments.academia-assets.com/101929755/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/101369002/Creative_interactions_Creative_learning_creative_teaching_and_teaching_for_group_creativity_in_music_education">Creative interactions. Creative learning, creative teaching, and teaching for group creativity in music education.</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This open access book on the theme of group creativity in music education gathers the contributio...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This open access book on the theme of group creativity in music education gathers the contributions of an international team of experts who participated in the 2022 conference Creative Interactions at the University of Music and Theatre Munich, Germany (<a href="https://creativeinteractions2022.eu/" rel="nofollow">https://creativeinteractions2022.eu/</a>). <br />The focus of the volume is on creative learning, creative teaching, and teaching for group creativity in music education. These are distinct, but interconnected aspects of educational situations in which learners can develop their creative agency and identity, teachers devise imaginative approaches to make learning more meaningful, and adopt opportune strategies to foster the learners’ collaborative creative abilities. <br />Related themes that are referenced in the contributions concern: <br />• the design of creative processes, i.e. how to plan for effective group creative learning, <br />• the relationship between creativity and artistry, i.e. how to sharpen the learners’ aesthetic sensibility and integrate perception, cognition, emotion and artistic action in the learning process, <br />• the role of interdisciplinary connections between music, movement/dance and the arts in enriching the learners’ creative experiences, <br />• relevant psychological and cultural aspects as well as therapeutic implications of creative processes in education. <br />The chapters provide both research-based perspectives and accounts of creative practices from diverse educational contexts, including primary and secondary education, higher education, instrumental tuition, out-of-school contexts, and online learning.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="27273cd7345905261edb087eafccfee7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":101929755,"asset_id":101369002,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/101929755/download_file?st=MTczMjc5MTc2OSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="101369002"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="101369002"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 101369002; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=101369002]").text(description); $(".js-view-count[data-work-id=101369002]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 101369002; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='101369002']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 101369002, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "27273cd7345905261edb087eafccfee7" } } $('.js-work-strip[data-work-id=101369002]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":101369002,"title":"Creative interactions. Creative learning, creative teaching, and teaching for group creativity in music education.","translated_title":"","metadata":{"abstract":"This open access book on the theme of group creativity in music education gathers the contributions of an international team of experts who participated in the 2022 conference Creative Interactions at the University of Music and Theatre Munich, Germany (https://creativeinteractions2022.eu/). \r\nThe focus of the volume is on creative learning, creative teaching, and teaching for group creativity in music education. These are distinct, but interconnected aspects of educational situations in which learners can develop their creative agency and identity, teachers devise imaginative approaches to make learning more meaningful, and adopt opportune strategies to foster the learners’ collaborative creative abilities. \r\nRelated themes that are referenced in the contributions concern: \r\n•\tthe design of creative processes, i.e. how to plan for effective group creative learning,\r\n•\tthe relationship between creativity and artistry, i.e. how to sharpen the learners’ aesthetic sensibility and integrate perception, cognition, emotion and artistic action in the learning process,\r\n•\tthe role of interdisciplinary connections between music, movement/dance and the arts in enriching the learners’ creative experiences,\r\n•\trelevant psychological and cultural aspects as well as therapeutic implications of creative processes in education.\r\nThe chapters provide both research-based perspectives and accounts of creative practices from diverse educational contexts, including primary and secondary education, higher education, instrumental tuition, out-of-school contexts, and online learning. \r\n","publication_date":{"day":null,"month":null,"year":2023,"errors":{}}},"translated_abstract":"This open access book on the theme of group creativity in music education gathers the contributions of an international team of experts who participated in the 2022 conference Creative Interactions at the University of Music and Theatre Munich, Germany (https://creativeinteractions2022.eu/). \r\nThe focus of the volume is on creative learning, creative teaching, and teaching for group creativity in music education. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="649690" id="papers"><div class="js-work-strip profile--work_container" data-work-id="101369850"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/101369850/Spiel"><img alt="Research paper thumbnail of Spiel" class="work-thumbnail" src="https://attachments.academia-assets.com/101930397/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/101369850/Spiel">Spiel</a></div><div class="wp-workCard_item"><span>EMP kompakt. Kompendium der Elementaren Musikpädagogik</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Dieser Beitrag basiert im Besonderen auf soziokulturellen und konstruktivistischen Theorien über ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Dieser Beitrag basiert im Besonderen auf soziokulturellen und konstruktivistischen Theorien über die Rolle des Spiels in der frühkindlichen Bildung (Wood und Attfield 2005; Anning et al. 2008; Broadhead et al. 2010). Züge und Typen von Spiel, die für die EMP einschlägig sind, werden aufgezeigt. Befunde aus der Forschung über<br />Musical Play sowie allgemeine Implikationen für eine spielorientierte pädagogische Praxis werden vorgestellt. Die folgenden Betrachtungen betreffen zwar eher Kinder, sind aber ohne Weiteres auch auf die musikalische Arbeit mit Jugendlichen, Erwachsenen und anderen Zielgruppen erweiterbar.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="54bddd4b20fc55a88ddafaaf189d2a1c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":101930397,"asset_id":101369850,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/101930397/download_file?st=MTczMjc5MTc2OSw4LjIyMi4yMDguMTQ2&st=MTczMjc5MTc2Nyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="101369850"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="101369850"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 101369850; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=101369850]").text(description); $(".js-view-count[data-work-id=101369850]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 101369850; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='101369850']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 101369850, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "54bddd4b20fc55a88ddafaaf189d2a1c" } } $('.js-work-strip[data-work-id=101369850]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":101369850,"title":"Spiel","translated_title":"","metadata":{"abstract":"Dieser Beitrag basiert im Besonderen auf soziokulturellen und konstruktivistischen Theorien über die Rolle des Spiels in der frühkindlichen Bildung (Wood und Attfield 2005; Anning et al. 2008; Broadhead et al. 2010). 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Sangiorgio (Ed.), Creative interactions. Creative learning, creative teaching, and teaching for group creativity in music education (pp. 167-183).</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Higher music education students often have limited opportunities to unfold their musical creativi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Higher music education students often have limited opportunities to unfold their musical creativities during their Western classical music studies. The interpretation and performance of the works of great masters still largely dominates instrumental music instruction, thus reducing the possibilities for students to nurture their personal artistry as well as to develop creative skills that are important for their pedagogical activity as music teachers. However, students' creative development does not necessarily have to be at odds with the classical tradition, but rather it may find valuable stimuli in it. Informed by social constructivist and sociocultural perspectives on creativity, this article focuses on the creative process of a group of undergraduate music education students within the module "Artistic Practice" led by the author in the context of the course of studies Elemental Music Education at the University of Music and Theatre Munich. The musical activity aimed to enhance students' creativity by using the classical instrumental literature that belongs to their cultural identity as musicians-the one they daily interpret or listen to, but do not usually creatively intervene on-as the starting point for a group creative journey. Students analysed and deconstructed some pieces of their own choice, identified interesting musical ideas-e.g. harmonic structure, musical texture, or rhythmic organisation-rearranged and recombined these elements in new ways, integrated further ideas of their own, and eventually assembled them to construct new music pieces. This collaborative creative process of manipulation and transformation of the material went through recursive phases of exploration, improvisation, evaluation of the outcomes, up to writing the final score of a group composition that was presented live among the artistic performances in the context of the 2022 Conference Creative Interactions in Munich. The article also discusses relevant pedagogical strategies, the role of the teacher as designer and facilitator of creative learning processes as well the challenges and artistic/pedagogical implications of this kind of creative approach to classical music.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2a21f0016b80fe8c7cb527f0491e6529" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":102314683,"asset_id":101369168,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/102314683/download_file?st=MTczMjc5MTc2OSw4LjIyMi4yMDguMTQ2&st=MTczMjc5MTc2OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="101369168"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="101369168"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 101369168; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=101369168]").text(description); $(".js-view-count[data-work-id=101369168]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 101369168; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='101369168']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 101369168, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2a21f0016b80fe8c7cb527f0491e6529" } } $('.js-work-strip[data-work-id=101369168]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":101369168,"title":"Tradition and Creativity Combined: Undergraduate Students' Use of Western Classical Music as a Source of Ideas for Collaborative Improvisation and Composition","translated_title":"","metadata":{"abstract":"Higher music education students often have limited opportunities to unfold their musical creativities during their Western classical music studies. 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Students analysed and deconstructed some pieces of their own choice, identified interesting musical ideas-e.g. harmonic structure, musical texture, or rhythmic organisation-rearranged and recombined these elements in new ways, integrated further ideas of their own, and eventually assembled them to construct new music pieces. This collaborative creative process of manipulation and transformation of the material went through recursive phases of exploration, improvisation, evaluation of the outcomes, up to writing the final score of a group composition that was presented live among the artistic performances in the context of the 2022 Conference Creative Interactions in Munich. 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The study intended to develop a theoretical framework for understanding the ways in which early primary children interact when they engage in group creative music making. The focus of the research questions was on creative interactions and, more specifically, on the different kinds of interactions emerging in the group, the component aspects of group work influencing children&#39;s collaboration, the meanings that children ascribe to their experience, and the educational value of creative interactions. This exploratory, interpretive enquiry was framed by sociocultural perspectives on learning and creativity. A qualitative research methodology was adopted, which combined elements derived from case study research, ethnographic approaches, and practitioner research. 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The focus was on creative interactions and on how early primary children interact when they engage in creative group music making. Related questions were on: 1) the different communicative media employed, 2) the component aspects of group work influencing children&#39;s creative endeavours, 3) the meanings that children attribute to their creative experience, and 4) the educational and ethical values of creative interactions. The study was carried out in a private music school in Rome, Italy. A group of eight 5-7-year-old children participated over eight months in 30 weekly sessions of group creative activities in music and movement. I was the teacher researcher and worked with a co-teacher. This exploratory, interpretive inquiry was framed by sociocultural perspectives on learning and creativity. A qualitative research methodology was adopted, which combined me...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="fc4625c0cea7774bd22bb36cd3914e39" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":78405517,"asset_id":67669472,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/78405517/download_file?st=MTczMjc5MTc2OSw4LjIyMi4yMDguMTQ2&st=MTczMjc5MTc2OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="67669472"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="67669472"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 67669472; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=67669472]").text(description); $(".js-view-count[data-work-id=67669472]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 67669472; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='67669472']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 67669472, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "fc4625c0cea7774bd22bb36cd3914e39" } } $('.js-work-strip[data-work-id=67669472]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":67669472,"title":"Collaborative creativity in music education : children's interactions in group creative music making","translated_title":"","metadata":{"abstract":"This study intended to develop a theoretical framework for understanding children\u0026#39;s collaborative creativity in music. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="67563207"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/67563207/Fostering_Children_s_Rhythm_Skills_through_Creative_Interactions_An_Application_of_the_Cognitive_Apprenticeship_Model_to_Group_Improvisation"><img alt="Research paper thumbnail of Fostering Children’s Rhythm Skills through Creative Interactions: An Application of the Cognitive Apprenticeship Model to Group Improvisation" class="work-thumbnail" src="https://attachments.academia-assets.com/78333184/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/67563207/Fostering_Children_s_Rhythm_Skills_through_Creative_Interactions_An_Application_of_the_Cognitive_Apprenticeship_Model_to_Group_Improvisation">Fostering Children’s Rhythm Skills through Creative Interactions: An Application of the Cognitive Apprenticeship Model to Group Improvisation</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This chapter illustrates a teaching/learning process for enhancing rhythmic understanding and ski...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This chapter illustrates a teaching/learning process for enhancing rhythmic understanding and skills through group improvisation, as it has been experienced by the teacher-researcher with a small group of 5-7-year-old pupils in the context of a doctoral research study on children’s interactions in creative music making. The focus is, on the one hand, on what these children have learnt, specifically the kind of interactive skills that they developed – synchronising and entraining to each other, and being able to consistently produce and coordinate rhythmic figures on a pulse. On the other hand, it is relevant to see how they have learnt it: based on the model of cognitive apprenticeship, the subsequent phases of the teaching pathway are described, as a successful example of a social constructivist approach to musical creativity. Researching children’s interactions in creative music-making activities In the primary school curricula of many countries it is explicitly recommended to inc...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6b2f4dfdb57678704de462e858706ae0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":78333184,"asset_id":67563207,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/78333184/download_file?st=MTczMjc5MTc2OSw4LjIyMi4yMDguMTQ2&st=MTczMjc5MTc2OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="67563207"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="67563207"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 67563207; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=67563207]").text(description); $(".js-view-count[data-work-id=67563207]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 67563207; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='67563207']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 67563207, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "6b2f4dfdb57678704de462e858706ae0" } } $('.js-work-strip[data-work-id=67563207]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":67563207,"title":"Fostering Children’s Rhythm Skills through Creative Interactions: An Application of the Cognitive Apprenticeship Model to Group Improvisation","translated_title":"","metadata":{"abstract":"This chapter illustrates a teaching/learning process for enhancing rhythmic understanding and skills through group improvisation, as it has been experienced by the teacher-researcher with a small group of 5-7-year-old pupils in the context of a doctoral research study on children’s interactions in creative music making. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="43996689"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/43996689/The_polarity_cooperative_vs_collaborative_as_a_conceptual_tool_to_observe_young_childrens_creative_interactions_in_group_music_making"><img alt="Research paper thumbnail of The polarity "cooperative vs collaborative" as a conceptual tool to observe young children's creative interactions in group music making" class="work-thumbnail" src="https://attachments.academia-assets.com/64328769/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/43996689/The_polarity_cooperative_vs_collaborative_as_a_conceptual_tool_to_observe_young_childrens_creative_interactions_in_group_music_making">The polarity "cooperative vs collaborative" as a conceptual tool to observe young children's creative interactions in group music making</a></div><div class="wp-workCard_item"><span>ÍMPAR - Online journal for artistic research in music</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article presents some findings of a doctoral study on children's collaborative creativity in...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article presents some findings of a doctoral study on children's collaborative creativity in music. The study intended to develop a theoretical framework for understanding the ways in which early primary children interact when they engage in group creative music making. The focus of the research questions was on creative interactions and, more specifically, on the different kinds of interactions emerging in the group, the component aspects of group work influencing children's collaboration, the meanings that children ascribe to their experience, and the educational value of creative interactions. This exploratory, interpretive enquiry was framed by sociocultural perspectives on learning and creativity. A qualitative research methodology was adopted, which combined elements derived from case study research, ethnographic approaches, and practitioner research. The data collection was carried out in a music school in Italy, where a group of 5-7-year-old children were involved over eight months in a range of creative music and movement activities. I was the teacher researcher and worked with a co-teacher. Data collection methods included participant observation, videorecording of sessions, documentation, and strategies for eliciting children's meanings. Thematic analysis, both theory-driven and data-driven, was conducted in order to identify relevant issues. This paper concentrates on a slice of the findings, relevant to the categorisation and analysis of children's creative interactions. In agreement with similar distinctions in the research literature, the study identified the polarity "cooperative vs collaborative" as a useful conceptual tool to interpret how children organise the process and the product of their collective work. Some exemplary episodes of creative interactions in children's group work in music are presented and discussed. "Cooperative" and "collaborative" can be seen as the extremes of a continuum of possibilities ranging from "working separately and then assembling the parts into a whole" to "jointly generating and developing ideas all along the process". This conceptual distinction helps to identify the varying degrees of interactivity in the group's creative work, the different kinds of division of labour and the decision-making strategies that the group may adopt in tackling the creative task. Based on the findings, implications for the pedagogical practice are drawn.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4c5974b36889a2af5b39b01993378b47" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":64328769,"asset_id":43996689,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/64328769/download_file?st=MTczMjc5MTc2OSw4LjIyMi4yMDguMTQ2&st=MTczMjc5MTc2OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="43996689"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="43996689"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43996689; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43996689]").text(description); $(".js-view-count[data-work-id=43996689]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 43996689; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='43996689']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 43996689, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4c5974b36889a2af5b39b01993378b47" } } $('.js-work-strip[data-work-id=43996689]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":43996689,"title":"The polarity \"cooperative vs collaborative\" as a conceptual tool to observe young children's creative interactions in group music making","translated_title":"","metadata":{"abstract":"This article presents some findings of a doctoral study on children's collaborative creativity in music. 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I was the teacher researcher and worked with a co-teacher. Data collection methods included participant observation, videorecording of sessions, documentation, and strategies for eliciting children's meanings. Thematic analysis, both theory-driven and data-driven, was conducted in order to identify relevant issues. This paper concentrates on a slice of the findings, relevant to the categorisation and analysis of children's creative interactions. In agreement with similar distinctions in the research literature, the study identified the polarity \"cooperative vs collaborative\" as a useful conceptual tool to interpret how children organise the process and the product of their collective work. Some exemplary episodes of creative interactions in children's group work in music are presented and discussed. \"Cooperative\" and \"collaborative\" can be seen as the extremes of a continuum of possibilities ranging from \"working separately and then assembling the parts into a whole\" to \"jointly generating and developing ideas all along the process\". This conceptual distinction helps to identify the varying degrees of interactivity in the group's creative work, the different kinds of division of labour and the decision-making strategies that the group may adopt in tackling the creative task. Based on the findings, implications for the pedagogical practice are drawn.","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":"ÍMPAR - Online journal for artistic research in music"},"translated_abstract":"This article presents some findings of a doctoral study on children's collaborative creativity in music. The study intended to develop a theoretical framework for understanding the ways in which early primary children interact when they engage in group creative music making. The focus of the research questions was on creative interactions and, more specifically, on the different kinds of interactions emerging in the group, the component aspects of group work influencing children's collaboration, the meanings that children ascribe to their experience, and the educational value of creative interactions. This exploratory, interpretive enquiry was framed by sociocultural perspectives on learning and creativity. A qualitative research methodology was adopted, which combined elements derived from case study research, ethnographic approaches, and practitioner research. The data collection was carried out in a music school in Italy, where a group of 5-7-year-old children were involved over eight months in a range of creative music and movement activities. I was the teacher researcher and worked with a co-teacher. Data collection methods included participant observation, videorecording of sessions, documentation, and strategies for eliciting children's meanings. Thematic analysis, both theory-driven and data-driven, was conducted in order to identify relevant issues. This paper concentrates on a slice of the findings, relevant to the categorisation and analysis of children's creative interactions. In agreement with similar distinctions in the research literature, the study identified the polarity \"cooperative vs collaborative\" as a useful conceptual tool to interpret how children organise the process and the product of their collective work. Some exemplary episodes of creative interactions in children's group work in music are presented and discussed. \"Cooperative\" and \"collaborative\" can be seen as the extremes of a continuum of possibilities ranging from \"working separately and then assembling the parts into a whole\" to \"jointly generating and developing ideas all along the process\". This conceptual distinction helps to identify the varying degrees of interactivity in the group's creative work, the different kinds of division of labour and the decision-making strategies that the group may adopt in tackling the creative task. Based on the findings, implications for the pedagogical practice are drawn.","internal_url":"https://www.academia.edu/43996689/The_polarity_cooperative_vs_collaborative_as_a_conceptual_tool_to_observe_young_childrens_creative_interactions_in_group_music_making","translated_internal_url":"","created_at":"2020-09-01T10:34:31.225-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":4991663,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":64328769,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/64328769/thumbnails/1.jpg","file_name":"Sangiorgio 2018 The polarity cooperative vs collaborative as a conceptual tool.pdf","download_url":"https://www.academia.edu/attachments/64328769/download_file?st=MTczMjc5MTc2OSw4LjIyMi4yMDguMTQ2&st=MTczMjc5MTc2OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_polarity_cooperative_vs_collaborativ.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/64328769/Sangiorgio_2018_The_polarity_cooperative_vs_collaborative_as_a_conceptual_tool-libre.pdf?1598983043=\u0026response-content-disposition=attachment%3B+filename%3DThe_polarity_cooperative_vs_collaborativ.pdf\u0026Expires=1732795368\u0026Signature=P54VyCRTe44Xji96VT1h3hGPFhL7-tdm30qoevfPjZn78FGOeEu8pqMhTB7yCZgKFCrvjcdnESKnm3Qv~xANTfBkvICxJh95mihTjEOE8Y0vwRSno3-v76h4Old~dOXH72ew2FBfcKcC6T2LZFimj7wMybK6OS9eajV1BBMf8m3s56gugyqZULLXmZ~BoI6drXqjD9EWQFePJAJybZ3TmNMyN8iH0aUuPHugjvjN8N8rqFEUwjpJDXi6Zn7y852o9IcPGMAlUXlJbHfa4kjqGt9-LWeTygIf1rntuKqNJbRPUCGOyZ3XgZKeKRX2ZTwUXVaFXhJtepE2g~d6Hz6EiA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_polarity_cooperative_vs_collaborative_as_a_conceptual_tool_to_observe_young_childrens_creative_interactions_in_group_music_making","translated_slug":"","page_count":16,"language":"en","content_type":"Work","owner":{"id":4991663,"first_name":"Andrea","middle_initials":null,"last_name":"Sangiorgio","page_name":"AndreaSangiorgio","domain_name":"musikhochschule-muenchen","created_at":"2013-07-29T22:09:39.447-07:00","display_name":"Andrea Sangiorgio","url":"https://musikhochschule-muenchen.academia.edu/AndreaSangiorgio"},"attachments":[{"id":64328769,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/64328769/thumbnails/1.jpg","file_name":"Sangiorgio 2018 The polarity cooperative vs collaborative as a conceptual tool.pdf","download_url":"https://www.academia.edu/attachments/64328769/download_file?st=MTczMjc5MTc2OSw4LjIyMi4yMDguMTQ2&st=MTczMjc5MTc2OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_polarity_cooperative_vs_collaborativ.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/64328769/Sangiorgio_2018_The_polarity_cooperative_vs_collaborative_as_a_conceptual_tool-libre.pdf?1598983043=\u0026response-content-disposition=attachment%3B+filename%3DThe_polarity_cooperative_vs_collaborativ.pdf\u0026Expires=1732795368\u0026Signature=P54VyCRTe44Xji96VT1h3hGPFhL7-tdm30qoevfPjZn78FGOeEu8pqMhTB7yCZgKFCrvjcdnESKnm3Qv~xANTfBkvICxJh95mihTjEOE8Y0vwRSno3-v76h4Old~dOXH72ew2FBfcKcC6T2LZFimj7wMybK6OS9eajV1BBMf8m3s56gugyqZULLXmZ~BoI6drXqjD9EWQFePJAJybZ3TmNMyN8iH0aUuPHugjvjN8N8rqFEUwjpJDXi6Zn7y852o9IcPGMAlUXlJbHfa4kjqGt9-LWeTygIf1rntuKqNJbRPUCGOyZ3XgZKeKRX2ZTwUXVaFXhJtepE2g~d6Hz6EiA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":4828,"name":"Collaboration","url":"https://www.academia.edu/Documents/in/Collaboration"},{"id":30140,"name":"Early Childhood","url":"https://www.academia.edu/Documents/in/Early_Childhood"},{"id":188286,"name":"Musical Creativity","url":"https://www.academia.edu/Documents/in/Musical_Creativity"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="43996523"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/43996523/Creative_group_work_as_a_central_pedagogical_strategy_in_the_Orff_Schulwerk_approach"><img alt="Research paper thumbnail of Creative group work as a central pedagogical strategy in the Orff-Schulwerk approach" class="work-thumbnail" src="https://attachments.academia-assets.com/101930313/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/43996523/Creative_group_work_as_a_central_pedagogical_strategy_in_the_Orff_Schulwerk_approach">Creative group work as a central pedagogical strategy in the Orff-Schulwerk approach</a></div><div class="wp-workCard_item"><span>Orff-Schulwerk International</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this article, I aim briefly to illustrate a possible “pedagogy of creative group work” applied...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this article, I aim briefly to illustrate a possible “pedagogy of creative group work” applied to the Orff-Schulwerk classroom based on my own teaching experience and research (Sangiorgio, 2016). I outline the major phases of the group creative process, providing some considerations about relevant pedagogical strategies in planning, implementing and evaluating each of them.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3ba98a060c3e51051e6a6e80be873204" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":101930313,"asset_id":43996523,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/101930313/download_file?st=MTczMjc5MTc2OSw4LjIyMi4yMDguMTQ2&st=MTczMjc5MTc2OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="43996523"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="43996523"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43996523; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43996523]").text(description); $(".js-view-count[data-work-id=43996523]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 43996523; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='43996523']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 43996523, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3ba98a060c3e51051e6a6e80be873204" } } $('.js-work-strip[data-work-id=43996523]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":43996523,"title":"Creative group work as a central pedagogical strategy in the Orff-Schulwerk approach","translated_title":"","metadata":{"issue":"1","volume":"1","abstract":"In this article, I aim briefly to illustrate a possible “pedagogy of creative group work” applied to the Orff-Schulwerk classroom based on my own teaching experience and research (Sangiorgio, 2016). 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This article examines the characteristics of OS projects that involve special populations, i.e. interventions that require a highly individualised approach due to the particular situation in which they take place. It is about a wide range of ’non-standard’ situations which can be very different from one another with regard to setting and addressed groups. The attempt made here is to identify the main features that these heterogeneous applications of OS may share in terms of pursued goals, types of activity, pedagogical and methodological approach, and attitudes of the leader.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c572b96d667bb6eaac2bba58e63da80b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":64328544,"asset_id":43996522,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/64328544/download_file?st=MTczMjc5MTc2OSw4LjIyMi4yMDguMTQ2&st=MTczMjc5MTc2OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="43996522"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="43996522"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43996522; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43996522]").text(description); $(".js-view-count[data-work-id=43996522]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 43996522; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='43996522']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 43996522, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c572b96d667bb6eaac2bba58e63da80b" } } $('.js-work-strip[data-work-id=43996522]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":43996522,"title":"Working with special populations: The potential of the Orff-Schulwerk approach","translated_title":"","metadata":{"issue":"Winter 2018","volume":"99","abstract":"Orff-Schulwerk as a pedagogical approach can be used in a variety of contexts and with diverse groups. This article examines the characteristics of OS projects that involve special populations, i.e. interventions that require a highly individualised approach due to the particular situation in which they take place. It is about a wide range of ’non-standard’ situations which can be very different from one another with regard to setting and addressed groups. The attempt made here is to identify the main features that these heterogeneous applications of OS may share in terms of pursued goals, types of activity, pedagogical and methodological approach, and attitudes of the leader.","page_numbers":"13-21","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":"Orff-Schulwerk Heute"},"translated_abstract":"Orff-Schulwerk as a pedagogical approach can be used in a variety of contexts and with diverse groups. 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Gordon’s Music Learning Theory" class="work-thumbnail" src="https://attachments.academia-assets.com/64328535/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/43996520/Models_of_an_Orff_Approach_Integrating_Edwin_E_Gordon_s_Music_Learning_Theory">Models of an Orff Approach Integrating Edwin E. Gordon’s Music Learning Theory</a></div><div class="wp-workCard_item"><span>In Dialogue. Elemental Music and Dance Education in Interdisciplinary Contexts. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="37690517"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37690517/Opportunities_and_challenges_of_encounters_between_Orff_Schulwerk_and_modern_arts"><img alt="Research paper thumbnail of Opportunities and challenges of encounters between Orff-Schulwerk and modern arts" class="work-thumbnail" src="https://attachments.academia-assets.com/57681265/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37690517/Opportunities_and_challenges_of_encounters_between_Orff_Schulwerk_and_modern_arts">Opportunities and challenges of encounters between Orff-Schulwerk and modern arts</a></div><div class="wp-workCard_item"><span>Orff-Schulwer Heute</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Given its holistic approach to multi-sensorial learning experiences, Orff-Schulwerk is naturally ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Given its holistic approach to multi-sensorial learning experiences, Orff-Schulwerk is naturally open to encounters with other domains of artistic practice, such as poetry, narrative, theatre or the visual arts. This article discusses potential benefits and risks of integrating music and dance with processes and products of other arts, in particular of the Modern Arts (taken here as a broad category to define the arts of the 20th century).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="978c5f2b219bfbc06b73f8c1a1c1504f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57681265,"asset_id":37690517,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57681265/download_file?st=MTczMjc5MTc2OSw4LjIyMi4yMDguMTQ2&st=MTczMjc5MTc2OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37690517"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37690517"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37690517; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37690517]").text(description); $(".js-view-count[data-work-id=37690517]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37690517; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37690517']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 37690517, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "978c5f2b219bfbc06b73f8c1a1c1504f" } } $('.js-work-strip[data-work-id=37690517]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37690517,"title":"Opportunities and challenges of encounters between Orff-Schulwerk and modern arts","translated_title":"","metadata":{"volume":"Winter 2017","abstract":"Given its holistic approach to multi-sensorial learning experiences, Orff-Schulwerk is naturally open to encounters with other domains of artistic practice, such as poetry, narrative, theatre or the visual arts. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="28394626"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/28394626/PhD_Dissertation_2016_Collaborative_creativity_in_music_education_Childrens_interactions_in_group_creative_music_making"><img alt="Research paper thumbnail of PhD Dissertation (2016): Collaborative creativity in music education: Children's interactions in group creative music making" class="work-thumbnail" src="https://attachments.academia-assets.com/51782435/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/28394626/PhD_Dissertation_2016_Collaborative_creativity_in_music_education_Childrens_interactions_in_group_creative_music_making">PhD Dissertation (2016): Collaborative creativity in music education: Children's interactions in group creative music making</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study intended to develop a theoretical framework for understanding children's collaborative...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study intended to develop a theoretical framework for understanding children's collaborative creativity in music. <br /><br />The focus was on creative interactions and on how early primary children interact when they engage in creative group music making. Related questions were on: 1) the different communicative media employed, 2) the component aspects of group work influencing children's creative endeavours, 3) the meanings that children attribute to their creative experience, and 4) the educational and ethical values of creative interactions. The study was carried out in a private music school in Rome, Italy. A group of eight 5-7-year-old children participated over eight months in 30 weekly sessions of group creative activities in music and movement. I was the teacher researcher and worked with a co-teacher. <br /><br />This exploratory, interpretive inquiry was framed by sociocultural perspectives on learning and creativity. A qualitative research methodology was adopted, which combined methodological elements derived from case study research, ethnographic approaches, and practitioner research. Data collection methods included participant observation, video-recording of sessions, documentation, and strategies for eliciting children's meanings. Thematic analysis, both theory-driven and data-driven, was conducted in order to identify relevant issues. <br /><br />The findings of the study suggest that in creative collaborative work in music bodily interactions and musical interactions have a stronger significance than verbal interactions. A conceptual distinction was made between 'cooperative' vs 'collaborative' which helped to characterise the different degrees of interactivity in the group's creative work. The study identified a range of component aspects which influenced the quality and productivity of children's collaborative interactions. These included: children's characteristics, context and setting, pedagogical approach, task design, collaboratively emergent processes, underlying tensions in creative learning, reflection on and evaluation of creative work, and time. Children actively gave meaning to their group creative music making mostly in terms of imagery and narrative, though they were gradually shifting towards more purely musical conceptualisations. Creating music in groups had the potential to enhance their sense of competence, ownership and belonging, and supported ethical values such as promoting the person, freedom, responsibility, a multiplicity of perspectives, and democracy. <br /><br />Three meta-themes run throughout the findings of the study, which are in line with sociocultural perspectives: i) a systems perspective as necessary to gain a more comprehensive view of collaborative creativity; ii) creativity as an inherently social phenomenon, and iii) creativity as processual and emergent. <br /><br />The implications for pedagogical practice highlight the importance of including creative collaborative activities in the music curriculum. <br /><br />Key words: children, music, collaborative creativity, group work, play</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f4c24d4205ca5b70983724800fe5479c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51782435,"asset_id":28394626,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51782435/download_file?st=MTczMjc5MTc2OSw4LjIyMi4yMDguMTQ2&st=MTczMjc5MTc2OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="28394626"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="28394626"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 28394626; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=28394626]").text(description); $(".js-view-count[data-work-id=28394626]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 28394626; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='28394626']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 28394626, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f4c24d4205ca5b70983724800fe5479c" } } $('.js-work-strip[data-work-id=28394626]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":28394626,"title":"PhD Dissertation (2016): Collaborative creativity in music education: Children's interactions in group creative music making","translated_title":"","metadata":{"abstract":"This study intended to develop a theoretical framework for understanding children's collaborative creativity in music. \n\nThe focus was on creative interactions and on how early primary children interact when they engage in creative group music making. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="28394457"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/28394457/Sangiorgio_2014_Orff_Schulwerk_Relationships_between_practice_and_theory_OSHeute_n_91"><img alt="Research paper thumbnail of Sangiorgio (2014) Orff-Schulwerk: Relationships between practice and theory - OSHeute n.91" class="work-thumbnail" src="https://attachments.academia-assets.com/48732722/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/28394457/Sangiorgio_2014_Orff_Schulwerk_Relationships_between_practice_and_theory_OSHeute_n_91">Sangiorgio (2014) Orff-Schulwerk: Relationships between practice and theory - OSHeute n.91</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The Orff-Schulwerk binds together a community of teachers. We share the experience of practice an...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The Orff-Schulwerk binds together a community of teachers. We share the experience of practice and a certain way of teaching music and movement/dance: a pedagogy. The Orff-Schulwerk is sometimes criticised for being a very 'active' approach, even too 'practical', with little awareness. I want here to address this issue and to involve the reader in thinking about the role of reflection and theory in our Orff-Schulwerk practice. I will not provide definitive answers, but rather my intention is to provide a framework for discussing the many aspects of this open theme. I will also include ideas proposed by participants to the 2014 Orff-Schulwerk Forum Convention “The education of the educators”, in which a group work session was devoted to the topic.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3efa24ae3642332a43aad4d37d217cf1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":48732722,"asset_id":28394457,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/48732722/download_file?st=MTczMjc5MTc2OSw4LjIyMi4yMDguMTQ2&st=MTczMjc5MTc2OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="28394457"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="28394457"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 28394457; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=28394457]").text(description); $(".js-view-count[data-work-id=28394457]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 28394457; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='28394457']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 28394457, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3efa24ae3642332a43aad4d37d217cf1" } } $('.js-work-strip[data-work-id=28394457]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":28394457,"title":"Sangiorgio (2014) Orff-Schulwerk: Relationships between practice and theory - OSHeute n.91","translated_title":"","metadata":{"abstract":"The Orff-Schulwerk binds together a community of teachers. We share the experience of practice and a certain way of teaching music and movement/dance: a pedagogy. The Orff-Schulwerk is sometimes criticised for being a very 'active' approach, even too 'practical', with little awareness. I want here to address this issue and to involve the reader in thinking about the role of reflection and theory in our Orff-Schulwerk practice. I will not provide definitive answers, but rather my intention is to provide a framework for discussing the many aspects of this open theme. I will also include ideas proposed by participants to the 2014 Orff-Schulwerk Forum Convention “The education of the educators”, in which a group work session was devoted to the topic. "},"translated_abstract":"The Orff-Schulwerk binds together a community of teachers. We share the experience of practice and a certain way of teaching music and movement/dance: a pedagogy. 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An application of the cognitive apprenticeship model to group improvisation" class="work-thumbnail" src="https://attachments.academia-assets.com/32211814/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/4942631/Sangiorgio_Hennessy_2013_Fostering_children_s_rhythm_skills_through_creative_interactions_An_application_of_the_cognitive_apprenticeship_model_to_group_improvisation"> Sangiorgio Hennessy 2013 Fostering children’s rhythm skills through creative interactions. An application of the cognitive apprenticeship model to group improvisation</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This chapter illustrates a teaching/learning process for enhancing rhythmic understanding and ski...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This chapter illustrates a teaching/learning process for enhancing rhythmic understanding and skills through group improvisation, as it has been experienced by the teacher-researcher with a small group of 5-7-year-old pupils in the context of a doctoral research study on children’s interactions in creative music making. <br />The focus is, on the one hand, on what these children have learnt, specifically the kind of interactive skills that they developed – synchronising and entraining to each other, and being able to consistently produce and coordinate rhythmic figures on a pulse. On the other hand, it is relevant to see how they have learnt it: based on the model of cognitive apprenticeship, the subsequent phases of the teaching pathway are described, as a successful example of a social constructivist approach to musical creativity.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="03359b1df93a12fcc2f7fc38d11be449" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":32211814,"asset_id":4942631,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/32211814/download_file?st=MTczMjc5MTc2OSw4LjIyMi4yMDguMTQ2&st=MTczMjc5MTc2OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="4942631"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="4942631"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 4942631; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=4942631]").text(description); $(".js-view-count[data-work-id=4942631]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 4942631; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='4942631']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 4942631, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "03359b1df93a12fcc2f7fc38d11be449" } } $('.js-work-strip[data-work-id=4942631]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":4942631,"title":" Sangiorgio Hennessy 2013 Fostering children’s rhythm skills through creative interactions. 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On the other hand, it is relevant to see how they have learnt it: based on the model of cognitive apprenticeship, the subsequent phases of the teaching pathway are described, as a successful example of a social constructivist approach to musical creativity.\r\n"},"translated_abstract":"This chapter illustrates a teaching/learning process for enhancing rhythmic understanding and skills through group improvisation, as it has been experienced by the teacher-researcher with a small group of 5-7-year-old pupils in the context of a doctoral research study on children’s interactions in creative music making. \r\nThe focus is, on the one hand, on what these children have learnt, specifically the kind of interactive skills that they developed – synchronising and entraining to each other, and being able to consistently produce and coordinate rhythmic figures on a pulse. 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An application of the cognitive apprenticeship model to group improvisation"}],"downloadable_attachments":[{"id":32211814,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/32211814/thumbnails/1.jpg","file_name":"Sangiorgio_Hennessy_2013_Fostering_childrens_rhythm_skills_through_creative_interactions.pdf","download_url":"https://www.academia.edu/attachments/32211814/download_file?st=MTczMjc5MTc2OSw4LjIyMi4yMDguMTQ2&st=MTczMjc5MTc2OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Sangiorgio_Hennessy_2013_Fostering_child.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/32211814/Sangiorgio_Hennessy_2013_Fostering_childrens_rhythm_skills_through_creative_interactions-libre.pdf?1391538039=\u0026response-content-disposition=attachment%3B+filename%3DSangiorgio_Hennessy_2013_Fostering_child.pdf\u0026Expires=1732795368\u0026Signature=YEp-dGxHyNFnJ8L21QEWBfj-Ky5wot5HM0XPTBPdPXdH4mrn~cOvBdB3QZv~pC1eA~9ksXbK0bh8f3JQjPARWQrCTp5KpgB0NAYMByrjL7ZV22p44Z5yhx3yz5Bvi5~-myJVVX4QIyCvFxRp7E2dumXjMAv9xFBriQktTWditG84yEN2czj1tuVQOxcErHO7QdiCU-CMp51X1grSDEZRHNT3ysLrUkbH4lgi~rGUsUyIPXf-QIAqaYBsNLEp0dqpJMeqqgML92nIvJkHT~W7T3702h-YvwaJGbY80Pu-aydSms1MqIx17iMJBY6wtPIOuUpNjjn4Br983nFjRSVnHA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Sangiorgio_Hennessy_2013_Fostering_children_s_rhythm_skills_through_creative_interactions_An_application_of_the_cognitive_apprenticeship_model_to_group_improvisation","translated_slug":"","page_count":9,"language":"en","content_type":"Work","owner":{"id":4991663,"first_name":"Andrea","middle_initials":null,"last_name":"Sangiorgio","page_name":"AndreaSangiorgio","domain_name":"musikhochschule-muenchen","created_at":"2013-07-29T22:09:39.447-07:00","display_name":"Andrea Sangiorgio","url":"https://musikhochschule-muenchen.academia.edu/AndreaSangiorgio"},"attachments":[{"id":32211814,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/32211814/thumbnails/1.jpg","file_name":"Sangiorgio_Hennessy_2013_Fostering_childrens_rhythm_skills_through_creative_interactions.pdf","download_url":"https://www.academia.edu/attachments/32211814/download_file?st=MTczMjc5MTc2OSw4LjIyMi4yMDguMTQ2&st=MTczMjc5MTc2OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Sangiorgio_Hennessy_2013_Fostering_child.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/32211814/Sangiorgio_Hennessy_2013_Fostering_childrens_rhythm_skills_through_creative_interactions-libre.pdf?1391538039=\u0026response-content-disposition=attachment%3B+filename%3DSangiorgio_Hennessy_2013_Fostering_child.pdf\u0026Expires=1732795368\u0026Signature=YEp-dGxHyNFnJ8L21QEWBfj-Ky5wot5HM0XPTBPdPXdH4mrn~cOvBdB3QZv~pC1eA~9ksXbK0bh8f3JQjPARWQrCTp5KpgB0NAYMByrjL7ZV22p44Z5yhx3yz5Bvi5~-myJVVX4QIyCvFxRp7E2dumXjMAv9xFBriQktTWditG84yEN2czj1tuVQOxcErHO7QdiCU-CMp51X1grSDEZRHNT3ysLrUkbH4lgi~rGUsUyIPXf-QIAqaYBsNLEp0dqpJMeqqgML92nIvJkHT~W7T3702h-YvwaJGbY80Pu-aydSms1MqIx17iMJBY6wtPIOuUpNjjn4Br983nFjRSVnHA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":671,"name":"Music","url":"https://www.academia.edu/Documents/in/Music"},{"id":683,"name":"Music Education","url":"https://www.academia.edu/Documents/in/Music_Education"},{"id":937,"name":"Improvisation","url":"https://www.academia.edu/Documents/in/Improvisation"},{"id":1751,"name":"Creativity","url":"https://www.academia.edu/Documents/in/Creativity"},{"id":9985,"name":"Group Processes \u0026 Intergroup Relations","url":"https://www.academia.edu/Documents/in/Group_Processes_and_Intergroup_Relations"},{"id":54533,"name":"Children","url":"https://www.academia.edu/Documents/in/Children"},{"id":67458,"name":"Cognitive Apprenticeship","url":"https://www.academia.edu/Documents/in/Cognitive_Apprenticeship"},{"id":229896,"name":"Collaboration in musical creation","url":"https://www.academia.edu/Documents/in/Collaboration_in_musical_creation"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="28394712"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/28394712/Sangiorgio_2010_Orff_Schulwerk_as_Anthropology_of_Music"><img alt="Research paper thumbnail of Sangiorgio (2010) Orff-Schulwerk as Anthropology of Music" class="work-thumbnail" src="https://attachments.academia-assets.com/48732494/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/28394712/Sangiorgio_2010_Orff_Schulwerk_as_Anthropology_of_Music">Sangiorgio (2010) Orff-Schulwerk as Anthropology of Music</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In the last decades Ethnomusicology – or better, Anthropology of Music – has gone beyond the mere...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In the last decades Ethnomusicology – or better, Anthropology of Music – has gone beyond the mere study of the musical products of other cultures. It investigates the whole of the interactions among the psychological, social and cultural factors that are at the base of any process of music production and reception. The question to be answered is: how musical is man? (John Blacking). For this purpose we have to take into account not only the music itself, but also the many different conceptions, uses, behaviours and functions regarding a music within its cultural context (Alan P. Merriam).<br /><br />It is possible to establish an analogy between this wide, anthropological approach to the human being as a music maker and the pedagogical concept of the Orff-Schulwerk.<br /><br />There are two kinds of consideration to be made:<br />1) We consider the process of teaching music in the first place as a way of bringing someone to enjoy and produce music. In the Orff-Schulwerk tradition we use many procedures that are common to those found by ethnomusicologists in many musical cultures of the world, such as oral learning, improvising, integrating music with movement and other arts, etc. The Orff-Schulwerk explicitly promotes the creative use of musical materials coming from one's own and other cultures; as a matter of fact, ever since its early beginnings in the 1920s it has been conspicuously inter-cultural.<br />2) Our focus is not only on the musical product: while teaching we need to take into consideration all the human – cognitive, physical, emotional, social, cultural, therapeutic – factors connected with the enjoyment of music. In this sense we say that the Orff approach is holistic, i.e. it addresses the whole person.<br /><br />Anthropology means "the study of man": to say "Orff-Schulwerk as Anthropology of Music" means to say that we not only aim to develop the musicianship of our students, but also that we use music in order to enhance their personality and humanity.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b799c8db4cfc52c1b2dd6af771de35e0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":48732494,"asset_id":28394712,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/48732494/download_file?st=MTczMjc5MTc2OSw4LjIyMi4yMDguMTQ2&st=MTczMjc5MTc2OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="28394712"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="28394712"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 28394712; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=28394712]").text(description); $(".js-view-count[data-work-id=28394712]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 28394712; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='28394712']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 28394712, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b799c8db4cfc52c1b2dd6af771de35e0" } } $('.js-work-strip[data-work-id=28394712]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":28394712,"title":"Sangiorgio (2010) Orff-Schulwerk as Anthropology of Music","translated_title":"","metadata":{"abstract":"In the last decades Ethnomusicology – or better, Anthropology of Music – has gone beyond the mere study of the musical products of other cultures. It investigates the whole of the interactions among the psychological, social and cultural factors that are at the base of any process of music production and reception. The question to be answered is: how musical is man? (John Blacking). For this purpose we have to take into account not only the music itself, but also the many different conceptions, uses, behaviours and functions regarding a music within its cultural context (Alan P. Merriam).\n\nIt is possible to establish an analogy between this wide, anthropological approach to the human being as a music maker and the pedagogical concept of the Orff-Schulwerk.\n\nThere are two kinds of consideration to be made:\n1) We consider the process of teaching music in the first place as a way of bringing someone to enjoy and produce music. In the Orff-Schulwerk tradition we use many procedures that are common to those found by ethnomusicologists in many musical cultures of the world, such as oral learning, improvising, integrating music with movement and other arts, etc. The Orff-Schulwerk explicitly promotes the creative use of musical materials coming from one's own and other cultures; as a matter of fact, ever since its early beginnings in the 1920s it has been conspicuously inter-cultural.\n2) Our focus is not only on the musical product: while teaching we need to take into consideration all the human – cognitive, physical, emotional, social, cultural, therapeutic – factors connected with the enjoyment of music. In this sense we say that the Orff approach is holistic, i.e. it addresses the whole person.\n\nAnthropology means \"the study of man\": to say \"Orff-Schulwerk as Anthropology of Music\" means to say that we not only aim to develop the musicianship of our students, but also that we use music in order to enhance their personality and humanity."},"translated_abstract":"In the last decades Ethnomusicology – or better, Anthropology of Music – has gone beyond the mere study of the musical products of other cultures. It investigates the whole of the interactions among the psychological, social and cultural factors that are at the base of any process of music production and reception. The question to be answered is: how musical is man? (John Blacking). For this purpose we have to take into account not only the music itself, but also the many different conceptions, uses, behaviours and functions regarding a music within its cultural context (Alan P. Merriam).\n\nIt is possible to establish an analogy between this wide, anthropological approach to the human being as a music maker and the pedagogical concept of the Orff-Schulwerk.\n\nThere are two kinds of consideration to be made:\n1) We consider the process of teaching music in the first place as a way of bringing someone to enjoy and produce music. In the Orff-Schulwerk tradition we use many procedures that are common to those found by ethnomusicologists in many musical cultures of the world, such as oral learning, improvising, integrating music with movement and other arts, etc. The Orff-Schulwerk explicitly promotes the creative use of musical materials coming from one's own and other cultures; as a matter of fact, ever since its early beginnings in the 1920s it has been conspicuously inter-cultural.\n2) Our focus is not only on the musical product: while teaching we need to take into consideration all the human – cognitive, physical, emotional, social, cultural, therapeutic – factors connected with the enjoyment of music. In this sense we say that the Orff approach is holistic, i.e. it addresses the whole person.\n\nAnthropology means \"the study of man\": to say \"Orff-Schulwerk as Anthropology of Music\" means to say that we not only aim to develop the musicianship of our students, but also that we use music in order to enhance their personality and humanity.","internal_url":"https://www.academia.edu/28394712/Sangiorgio_2010_Orff_Schulwerk_as_Anthropology_of_Music","translated_internal_url":"","created_at":"2016-09-10T11:43:36.313-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":4991663,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":48732494,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/48732494/thumbnails/1.jpg","file_name":"Sangiorgio_2010_Orff-Schulwerk_as_Anthropology_of_Music.pdf","download_url":"https://www.academia.edu/attachments/48732494/download_file?st=MTczMjc5MTc2OSw4LjIyMi4yMDguMTQ2&st=MTczMjc5MTc2OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Sangiorgio_2010_Orff_Schulwerk_as_Anthro.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/48732494/Sangiorgio_2010_Orff-Schulwerk_as_Anthropology_of_Music-libre.pdf?1473534047=\u0026response-content-disposition=attachment%3B+filename%3DSangiorgio_2010_Orff_Schulwerk_as_Anthro.pdf\u0026Expires=1732795368\u0026Signature=YIOyW0hiyj8b22S~tNuXq3jFhIz8llE9lIDGqUAnN4p6aeQMb4Dfwx0ZBLQ-Zvmw65w-9pj4KlhBE6CHEDlrxgHlvcL0E9YQcUllRVW4I7aE0KP1RziubSjLthPa4vpH0bbyFD4gAdIbzDVWdzqInvYZgDcjxVsIINSFGqShNmSnCXuYxSTpgx9HwUjlPhDY3yDh8wd~hZLlichEnHtHhM3vvMOMsOG~VzXXK3WxrE79E9RhVtyu5Ny78EGcUlfxFFlmZGyVv7kUKlwvgGDOJlWkIEG6s8FfD-nZ~iCM2Gs2kJrGcz54T6OVeQMgsYY0WdLrNcV-Qv1E4qwRyBZriA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Sangiorgio_2010_Orff_Schulwerk_as_Anthropology_of_Music","translated_slug":"","page_count":15,"language":"en","content_type":"Work","owner":{"id":4991663,"first_name":"Andrea","middle_initials":null,"last_name":"Sangiorgio","page_name":"AndreaSangiorgio","domain_name":"musikhochschule-muenchen","created_at":"2013-07-29T22:09:39.447-07:00","display_name":"Andrea 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of Music","url":"https://www.academia.edu/Documents/in/Anthropology_of_Music"},{"id":1987,"name":"Ethnomusicology","url":"https://www.academia.edu/Documents/in/Ethnomusicology"},{"id":20861,"name":"Orff Schulwerk","url":"https://www.academia.edu/Documents/in/Orff_Schulwerk"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="4134457"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/4134457/Bambini_al_Centro_Music_as_a_means_to_promote_wellbeing_Birth_and_configuration_of_an_experience"><img alt="Research paper thumbnail of Bambini al Centro: Music as a means to promote wellbeing.: Birth and configuration of an experience" class="work-thumbnail" src="https://attachments.academia-assets.com/31646823/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/4134457/Bambini_al_Centro_Music_as_a_means_to_promote_wellbeing_Birth_and_configuration_of_an_experience">Bambini al Centro: Music as a means to promote wellbeing.: Birth and configuration of an experience</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://musikhochschule-muenchen.academia.edu/AndreaSangiorgio">Andrea Sangiorgio</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/ValentinaIadeluca">Valentina Iadeluca</a></span></div><div class="wp-workCard_item"><span>International Journal of Community Music</span><span>, 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href="https://www.academia.edu/101369002/Creative_interactions_Creative_learning_creative_teaching_and_teaching_for_group_creativity_in_music_education"><img alt="Research paper thumbnail of Creative interactions. Creative learning, creative teaching, and teaching for group creativity in music education." class="work-thumbnail" src="https://attachments.academia-assets.com/101929755/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/101369002/Creative_interactions_Creative_learning_creative_teaching_and_teaching_for_group_creativity_in_music_education">Creative interactions. Creative learning, creative teaching, and teaching for group creativity in music education.</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This open access book on the theme of group creativity in music education gathers the contributio...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This open access book on the theme of group creativity in music education gathers the contributions of an international team of experts who participated in the 2022 conference Creative Interactions at the University of Music and Theatre Munich, Germany (<a href="https://creativeinteractions2022.eu/" rel="nofollow">https://creativeinteractions2022.eu/</a>). <br />The focus of the volume is on creative learning, creative teaching, and teaching for group creativity in music education. These are distinct, but interconnected aspects of educational situations in which learners can develop their creative agency and identity, teachers devise imaginative approaches to make learning more meaningful, and adopt opportune strategies to foster the learners’ collaborative creative abilities. <br />Related themes that are referenced in the contributions concern: <br />• the design of creative processes, i.e. how to plan for effective group creative learning, <br />• the relationship between creativity and artistry, i.e. how to sharpen the learners’ aesthetic sensibility and integrate perception, cognition, emotion and artistic action in the learning process, <br />• the role of interdisciplinary connections between music, movement/dance and the arts in enriching the learners’ creative experiences, <br />• relevant psychological and cultural aspects as well as therapeutic implications of creative processes in education. <br />The chapters provide both research-based perspectives and accounts of creative practices from diverse educational contexts, including primary and secondary education, higher education, instrumental tuition, out-of-school contexts, and online learning.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="27273cd7345905261edb087eafccfee7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":101929755,"asset_id":101369002,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/101929755/download_file?st=MTczMjc5MTc2OSw4LjIyMi4yMDguMTQ2&st=MTczMjc5MTc2OSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="101369002"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="101369002"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 101369002; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=101369002]").text(description); $(".js-view-count[data-work-id=101369002]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 101369002; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='101369002']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 101369002, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "27273cd7345905261edb087eafccfee7" } } $('.js-work-strip[data-work-id=101369002]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":101369002,"title":"Creative interactions. 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data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/44272079/CREATIVE_INTERACTIONS_Dynamic_Processes_in_Group_Music_Activities"><img alt="Research paper thumbnail of CREATIVE INTERACTIONS Dynamic Processes in Group Music Activities" class="work-thumbnail" src="https://attachments.academia-assets.com/64649125/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/44272079/CREATIVE_INTERACTIONS_Dynamic_Processes_in_Group_Music_Activities">CREATIVE INTERACTIONS Dynamic Processes in Group Music Activities</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://musikhochschule-muenchen.academia.edu/AndreaSangiorgio">Andrea Sangiorgio</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/WolfgangMastnak">Wolfgang Mastnak</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This Open Access Book gathers a number of contributions about creativity and collaborative creati...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This Open Access Book gathers a number of contributions about creativity and collaborative creativity in music learning. They are based on presentations the authors gave at the International Conference “Creative Interactions. Dynamic Processes in Group Music Activities”, held in spring 2019 at the University of Music and Performing Arts, Munich, Germany, and co-funded by the Deutsche Forschungsgemeinschaft (the organisation for science and research in Germany). The focus of the articles is on the dynamic processes that unfold in various ways among people when their interactions in and through music let something novel emerge. The theme “creative interactions” relates to diverse areas and contexts, such as early childhood music education, primary and secondary education, higher education, but also special education, instrumental tuition, learning in out-of-school contexts, and further particular contexts. This group of authors with varying backgrounds and areas of interest offer theoretical considerations of the theme, research reports that illuminate specific aspects of creativity in education, as well as exemplary cases of innovative practices that involve children, adolescents, adults, professional musicians or other target groups. The diversity of the contributions represents in our view an advantage, as the plurality of views has the potential to enrich and deepen the exchange of ideas about such a wide-ranging subject.<br />Topics related to ‘creative interactions’ which are addressed in the articles in this volume include:<br /> teaching/learning processes and pedagogical criteria that promote the development of a group-based creative attitude<br /> outcomes of the creative collective process, in terms of musical products but also in terms of emotional, social, psychological and cultural processes<br /> features of learning environments which are conducive to creative collaboration (setting, curricula, team-teaching, institutional characteristics, cultural policies, etc.)<br /> challenges and possible obstacles to the development of creativity in the group (e.g. assessment, insufficient training of teachers, more traditional pedagogical practices and ideologies, etc.)<br /> kinds of creativity (‘creativities’) and different theoretical perspectives as well as practical approaches to these<br /> interdisciplinary perspectives connecting music, dance, theatre, visual arts, other disciplines in the curriculum, psychology, neurosciences, cultural studies, and other fields of practical experience and/or theoretical reflection.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a51d480529846041165b1ea6ab108885" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":64649125,"asset_id":44272079,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/64649125/download_file?st=MTczMjc5MTc2OSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="44272079"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="44272079"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44272079; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44272079]").text(description); $(".js-view-count[data-work-id=44272079]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 44272079; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='44272079']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 44272079, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a51d480529846041165b1ea6ab108885" } } $('.js-work-strip[data-work-id=44272079]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":44272079,"title":"CREATIVE INTERACTIONS Dynamic Processes in Group Music Activities","translated_title":"","metadata":{"abstract":"This Open Access Book gathers a number of contributions about creativity and collaborative creativity in music learning. 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