Exploring Spanish studio music teachers’ views on topics related to creativity.

Abstract

While creativity is a primary focus in music education, its exploration within the realm of music studio teaching is considerably less extensive compared with other educational contexts. Moreover, the related research is predominantly focused on creativity in developing music skills. In the present study, we explore how Spanish instrumental music teachers (n = 10) perceive creativity and its development among students in the music studio, in the absence of predefined limitations (i.e., with respect to various forms and definitions of creativity inherent in the music studio as perceived from their viewpoint). By means of a case study methodology, we gathered data over a one-year period through a questionnaire, in-depth interviews, participants’ written essays, and researchers’ journal entries following observations of the participants’ teaching practices. Subsequently, qualitative analysis was conducted using thematic analysis. Among our main results, we found tensions between our participants’ theories and their practices, evidence for an underlying individual-centered theory of creativity, both positive and negative attitudes toward the development of creativity among their students, and ignorance of creativity in music listening. Our study implications emphasize the urgency of implementing strategies to enhance teacher self-awareness and underscore the need for further investigation into music studio teaching with a specific focus on creativity.