The ecology for fostering the musical creativity of students with intellectual disabilities

Marina Wai-Yee Wong*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

Students with intellectual disabilities in Hong Kong are placed in special schools in their neighborhoods according to their categories of intellectual disabilities. Music teachers in these special schools implement a school-based music curriculum that includes the learning objective “creativity and imagination.” Reporting a qualitative multiple-case study with purposeful sampling and face-to-face interviews, this study poses the research question “What are the ecological elements for fostering the musical creativity of students with intellectual disabilities?” Respondents identify five elements as essential in fostering their students’ musical creativity: (1) opportunity for play and exploration; (2) providing support guidance and demonstration; (3) opportunity to develop a sense of engagement; (4) opportunity for making choices; and (5) providing positive reinforcement and feedback. A discussion of this data reveals how the dual impact of lacking professional training in music education for students with intellectual disabilities and cultural perspective diminishes respondents’ expectations of their students’ creative capacity.

Original languageEnglish
Pages (from-to)190-204
Number of pages15
JournalInternational Journal of Music Education
Volume40
Issue number2
Early online date26 Jul 2021
DOIs
Publication statusPublished - 1 May 2022

Scopus Subject Areas

  • Education
  • Music

User-Defined Keywords

  • Creativity
  • Hong Kong
  • ecology
  • intellectual disabilities
  • music education
  • special education

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