TY - JOUR
T1 - Fostering musical creativity of students with intellectual disabilities
T2 - Strategies, gamification and re-framing creativity
AU - Wong, Marina Wai Yee
N1 - Funding Information:
This work was supported by Hong Kong Research Grants Council [grant number General Research Fund no. 12603817].
Publisher copyright:
© 2020 Informa UK Limited, trading as Taylor & Francis Group
PY - 2021/1/1
Y1 - 2021/1/1
N2 - In Hong Kong, the principle of ‘one curriculum framework for all’ applies to all students, including students with special educational needs (SEN) (EDB 2020. “Special Education Needs.” https://www.edb.gov.hk/en/curriculum-development/major-level-of-edu/special-educational-needs/index.html). Students with intellectual disabilities (ID) are expected to achieve the same learning targets as their counterparts in mainstream schools. Within this common curriculum framework, students (age 6–14) study Music with one of its overall aims ‘to develop creativity’ (CDC 2003. Music Curriculum Guide (Primary 1 – Secondary 3). Hong Kong: CDC, 11). This qualitative multiple case study reports a sample of nine music teachers fostering the musical creativity of students with ID. A discussion of the findings reveals that in this sampling: (1) instructional strategies focus on the process not product of musical creativity, (2) creative fostering strategies embody gamification and (3) these music teachers re-frame creativity as being innate and commonly held by their students with ID.
AB - In Hong Kong, the principle of ‘one curriculum framework for all’ applies to all students, including students with special educational needs (SEN) (EDB 2020. “Special Education Needs.” https://www.edb.gov.hk/en/curriculum-development/major-level-of-edu/special-educational-needs/index.html). Students with intellectual disabilities (ID) are expected to achieve the same learning targets as their counterparts in mainstream schools. Within this common curriculum framework, students (age 6–14) study Music with one of its overall aims ‘to develop creativity’ (CDC 2003. Music Curriculum Guide (Primary 1 – Secondary 3). Hong Kong: CDC, 11). This qualitative multiple case study reports a sample of nine music teachers fostering the musical creativity of students with ID. A discussion of the findings reveals that in this sampling: (1) instructional strategies focus on the process not product of musical creativity, (2) creative fostering strategies embody gamification and (3) these music teachers re-frame creativity as being innate and commonly held by their students with ID.
KW - creativity
KW - gamification
KW - Hong Kong
KW - intellectual disabilities
KW - Music
KW - special education
UR - https://www.ingentaconnect.com/content/routledg/cmue/2021/00000023/00000001/art00001
UR - http://www.scopus.com/inward/record.url?scp=85097869588&partnerID=8YFLogxK
U2 - 10.1080/14613808.2020.1862777
DO - 10.1080/14613808.2020.1862777
M3 - Journal article
AN - SCOPUS:85097869588
SN - 1461-3808
VL - 23
SP - 1
EP - 13
JO - Music Education Research
JF - Music Education Research
IS - 1
ER -
