Creativity and Cooperation in the Elementary Music Classroom*
Identifieur interne : 001151 ( Main/Corpus ); précédent : 001150; suivant : 001152Creativity and Cooperation in the Elementary Music Classroom*
Auteurs : Lynda BalocheSource :
- The Journal of Creative Behavior [ 0022-0175 ] ; 1994-12.
Abstract
The author examines attitudes towards, and the effects of focus on, creativity and cooperation in the elementary music classroom. First, elementary music teachers were interviewed regarding their values towards creativity and cooperation. Then, a curriculum was field tested that utilized cooperative learning and emphasized activities designed to encourage creative thinking and problem solving. A pretreatment‐posttreatment study, with experimental and control group, was conducted to measure actual changes in student levels of creativity and attitudes towards cooperation. A follow‐up of creativity measures was conducted four years later. Results indicate that elementary music teachers can adapt cooperative learning models to their teaching and can, short‐term, influence students' levels of creativity and attitudes towards cooperation. Implications and opportunities for social‐psychological creativity research and classroom educators are discussed.In 1983, Goodlad observed that, in general, there was a “gap between the rhetoric of individual flexibility, originality, and creativity … and the cultivation of these [things] in our schools” (p. 241) and that schools provided students with little opportunity to develop “satisfying relations with others based on respect, trust, cooperation, and caring” (p. 240). Goodlad encouraged teachers in the arts to provide opportunities for creative problem solving and to “boldly demonstrate the potentiality for doing through the arts what cannot be done readily through the other fields” (p. 238). His appeal to arts teachers is reminiscent of Maslow (1968):
Url:
DOI: 10.1002/j.2162-6057.1994.tb00732.x
Links to Exploration step
ISTEX:953EFFD64AAB0A0EE3D8C1E5299D9FB537A73DD2Le document en format XML
<record><TEI wicri:istexFullTextTei="biblStruct"><teiHeader><fileDesc><titleStmt><title xml:lang="en">Creativity and Cooperation in the Elementary Music Classroom*</title><author><name sortKey="Baloche, Lynda" sort="Baloche, Lynda" uniqKey="Baloche L" first="Lynda" last="Baloche">Lynda Baloche</name><affiliation><mods:affiliation>West Chester University, West Chester, PA 19383</mods:affiliation></affiliation></author></titleStmt><publicationStmt><idno type="wicri:source">ISTEX</idno><idno type="RBID">ISTEX:953EFFD64AAB0A0EE3D8C1E5299D9FB537A73DD2</idno><date when="1994" year="1994">1994</date><idno type="doi">10.1002/j.2162-6057.1994.tb00732.x</idno><idno type="url">https://api.istex.fr/document/953EFFD64AAB0A0EE3D8C1E5299D9FB537A73DD2/fulltext/pdf</idno><idno type="wicri:Area/Main/Corpus">001151</idno><idno type="wicri:explorRef" wicri:stream="Main" wicri:step="Corpus" wicri:corpus="ISTEX">001151</idno></publicationStmt><sourceDesc><biblStruct><analytic><title level="a" type="main" xml:lang="en">Creativity and Cooperation in the Elementary Music Classroom*</title><author><name sortKey="Baloche, Lynda" sort="Baloche, Lynda" uniqKey="Baloche L" first="Lynda" last="Baloche">Lynda Baloche</name><affiliation><mods:affiliation>West Chester University, West Chester, PA 19383</mods:affiliation></affiliation></author></analytic><monogr></monogr><series><title level="j">The Journal of Creative Behavior</title><idno type="ISSN">0022-0175</idno><idno type="eISSN">2162-6057</idno><imprint><publisher>Blackwell Publishing Ltd</publisher><pubPlace>Oxford, UK</pubPlace><date type="published" when="1994-12">1994-12</date><biblScope unit="vol">28</biblScope><biblScope unit="issue">4</biblScope><biblScope unit="page" from="255">255</biblScope><biblScope unit="page" to="265">265</biblScope></imprint><idno type="ISSN">0022-0175</idno></series><idno type="istex">953EFFD64AAB0A0EE3D8C1E5299D9FB537A73DD2</idno><idno type="DOI">10.1002/j.2162-6057.1994.tb00732.x</idno><idno type="ArticleID">JOCB732</idno></biblStruct></sourceDesc><seriesStmt><idno type="ISSN">0022-0175</idno></seriesStmt></fileDesc><profileDesc><textClass></textClass><langUsage><language ident="en">en</language></langUsage></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">The author examines attitudes towards, and the effects of focus on, creativity and cooperation in the elementary music classroom. First, elementary music teachers were interviewed regarding their values towards creativity and cooperation. Then, a curriculum was field tested that utilized cooperative learning and emphasized activities designed to encourage creative thinking and problem solving. A pretreatment‐posttreatment study, with experimental and control group, was conducted to measure actual changes in student levels of creativity and attitudes towards cooperation. A follow‐up of creativity measures was conducted four years later. Results indicate that elementary music teachers can adapt cooperative learning models to their teaching and can, short‐term, influence students' levels of creativity and attitudes towards cooperation. Implications and opportunities for social‐psychological creativity research and classroom educators are discussed.In 1983, Goodlad observed that, in general, there was a “gap between the rhetoric of individual flexibility, originality, and creativity … and the cultivation of these [things] in our schools” (p. 241) and that schools provided students with little opportunity to develop “satisfying relations with others based on respect, trust, cooperation, and caring” (p. 240). Goodlad encouraged teachers in the arts to provide opportunities for creative problem solving and to “boldly demonstrate the potentiality for doing through the arts what cannot be done readily through the other fields” (p. 238). His appeal to arts teachers is reminiscent of Maslow (1968):</div></front></TEI><istex><corpusName>wiley</corpusName><author><json:item><name>LYNDA BALOCHE</name><affiliations><json:string>West Chester University, West Chester, PA 19383</json:string></affiliations></json:item></author><genre><json:string>Serial article</json:string></genre><host><volume>28</volume><pages><total>11</total><last>265</last><first>255</first></pages><issn><json:string>0022-0175</json:string></issn><issue>4</issue><genre></genre><language><json:string>unknown</json:string></language><title>The Journal of Creative Behavior</title><doi><json:string>10.1002/(ISSN)2162-6057</json:string></doi></host><language><json:string>eng</json:string></language><abstract>The author examines attitudes towards, and the effects of focus on, creativity and cooperation in the elementary music classroom. First, elementary music teachers were interviewed regarding their values towards creativity and cooperation. Then, a curriculum was field tested that utilized cooperative learning and emphasized activities designed to encourage creative thinking and problem solving. A pretreatment‐posttreatment study, with experimental and control group, was conducted to measure actual changes in student levels of creativity and attitudes towards cooperation. A follow‐up of creativity measures was conducted four years later. Results indicate that elementary music teachers can adapt cooperative learning models to their teaching and can, short‐term, influence students' levels of creativity and attitudes towards cooperation. Implications and opportunities for social‐psychological creativity research and classroom educators are discussed.In 1983, Goodlad observed that, in general, there was a “gap between the rhetoric of individual flexibility, originality, and creativity … and the cultivation of these [things] in our schools” (p. 241) and that schools provided students with little opportunity to develop “satisfying relations with others based on respect, trust, cooperation, and caring” (p. 240). Goodlad encouraged teachers in the arts to provide opportunities for creative problem solving and to “boldly demonstrate the potentiality for doing through the arts what cannot be done readily through the other fields” (p. 238). His appeal to arts teachers is reminiscent of Maslow (1968):</abstract><qualityIndicators><score>6.244</score><pdfVersion>1.3</pdfVersion><pdfPageSize>508.8 x 722.639 pts</pdfPageSize><refBibsNative>true</refBibsNative><abstractCharCount>1614</abstractCharCount><pdfWordCount>3568</pdfWordCount><pdfCharCount>22384</pdfCharCount><pdfPageCount>11</pdfPageCount><abstractWordCount>223 </abstractWordCount></qualityIndicators><title>Creativity and Cooperation in the Elementary Music Classroom*</title><publicationDate>1994</publicationDate><copyrightDate>1994</copyrightDate><doi><json:string>10.1002/j.2162-6057.1994.tb00732.x</json:string></doi><id>953EFFD64AAB0A0EE3D8C1E5299D9FB537A73DD2</id><fulltext><json:item><original>true</original><mimetype>application/pdf</mimetype><extension>pdf</extension><uri>https://api.istex.fr/document/953EFFD64AAB0A0EE3D8C1E5299D9FB537A73DD2/fulltext/pdf</uri></json:item><json:item><original>false</original><mimetype>application/zip</mimetype><extension>zip</extension><uri>https://api.istex.fr/document/953EFFD64AAB0A0EE3D8C1E5299D9FB537A73DD2/fulltext/zip</uri></json:item><istex:fulltextTEI uri="https://api.istex.fr/document/953EFFD64AAB0A0EE3D8C1E5299D9FB537A73DD2/fulltext/tei"><teiHeader type="text"><fileDesc><titleStmt><title level="a" type="main" xml:lang="en">Creativity and Cooperation in the Elementary Music Classroom*</title></titleStmt><publicationStmt><authority>ISTEX</authority><publisher>Blackwell Publishing Ltd</publisher><pubPlace>Oxford, UK</pubPlace><availability><p>Blackwell Publishing Ltd</p></availability><date>1994</date></publicationStmt><notesStmt><note type="content">*The study was conducted with support from a grant from the New Jersey Department of Education. Follow‐up was conducted with support from the E. Riley Holman Memorial Fund.</note></notesStmt><sourceDesc><biblStruct type="inbook"><analytic><title level="a" type="main" xml:lang="en">Creativity and Cooperation in the Elementary Music Classroom*</title><author><persName><forename type="first">LYNDA</forename><surname>BALOCHE</surname></persName><affiliation>West Chester University, West Chester, PA 19383</affiliation></author></analytic><monogr><title level="j">The Journal of Creative Behavior</title><idno type="pISSN">0022-0175</idno><idno type="eISSN">2162-6057</idno><idno type="DOI">10.1002/(ISSN)2162-6057</idno><imprint><publisher>Blackwell Publishing Ltd</publisher><pubPlace>Oxford, UK</pubPlace><date type="published" when="1994-12"></date><biblScope unit="vol">28</biblScope><biblScope unit="issue">4</biblScope><biblScope unit="page" from="255">255</biblScope><biblScope unit="page" to="265">265</biblScope></imprint></monogr><idno type="istex">953EFFD64AAB0A0EE3D8C1E5299D9FB537A73DD2</idno><idno type="DOI">10.1002/j.2162-6057.1994.tb00732.x</idno><idno type="ArticleID">JOCB732</idno></biblStruct></sourceDesc></fileDesc><profileDesc><creation><date>1994</date></creation><langUsage><language ident="en">en</language></langUsage><abstract xml:lang="en"><p>The author examines attitudes towards, and the effects of focus on, creativity and cooperation in the elementary music classroom. First, elementary music teachers were interviewed regarding their values towards creativity and cooperation. Then, a curriculum was field tested that utilized cooperative learning and emphasized activities designed to encourage creative thinking and problem solving. A pretreatment‐posttreatment study, with experimental and control group, was conducted to measure actual changes in student levels of creativity and attitudes towards cooperation. A follow‐up of creativity measures was conducted four years later. Results indicate that elementary music teachers can adapt cooperative learning models to their teaching and can, short‐term, influence students' levels of creativity and attitudes towards cooperation. Implications and opportunities for social‐psychological creativity research and classroom educators are discussed.In 1983, Goodlad observed that, in general, there was a “gap between the rhetoric of individual flexibility, originality, and creativity … and the cultivation of these [things] in our schools” (p. 241) and that schools provided students with little opportunity to develop “satisfying relations with others based on respect, trust, cooperation, and caring” (p. 240). Goodlad encouraged teachers in the arts to provide opportunities for creative problem solving and to “boldly demonstrate the potentiality for doing through the arts what cannot be done readily through the other fields” (p. 238). His appeal to arts teachers is reminiscent of Maslow (1968):</p></abstract></profileDesc><revisionDesc><change when="1994-12">Published</change></revisionDesc></teiHeader></istex:fulltextTEI><json:item><original>false</original><mimetype>text/plain</mimetype><extension>txt</extension><uri>https://api.istex.fr/document/953EFFD64AAB0A0EE3D8C1E5299D9FB537A73DD2/fulltext/txt</uri></json:item></fulltext><metadata><istex:metadataXml wicri:clean="Wiley, elements deleted: body"><istex:xmlDeclaration>version="1.0" encoding="UTF-8" standalone="yes"</istex:xmlDeclaration><istex:document><component version="2.0" type="serialArticle" xml:lang="en"><header><publicationMeta level="product"><publisherInfo><publisherName>Blackwell Publishing Ltd</publisherName><publisherLoc>Oxford, UK</publisherLoc></publisherInfo><doi origin="wiley" registered="yes">10.1002/(ISSN)2162-6057</doi><issn type="print">0022-0175</issn><issn type="electronic">2162-6057</issn><idGroup><id type="product" value="JOCB"></id><id type="publisherDivision" value="ST"></id></idGroup><titleGroup><title type="main" sort="JOURNAL OF CREATIVE BEHAVIOR, THE">The Journal of Creative Behavior</title></titleGroup></publicationMeta><publicationMeta level="part" position="12104"><doi origin="wiley">10.1002/jocb.1994.28.issue-4</doi><numberingGroup><numbering type="journalVolume" number="28">28</numbering><numbering type="journalIssue" number="4">4</numbering></numberingGroup><coverDate startDate="1994-12">December 1994</coverDate></publicationMeta><publicationMeta level="unit" type="article" position="5" status="forIssue"><doi origin="wiley">10.1002/j.2162-6057.1994.tb00732.x</doi><idGroup><id type="unit" value="JOCB732"></id></idGroup><countGroup><count type="pageTotal" number="11"></count></countGroup><titleGroup><title type="tocHeading1">Original Article</title></titleGroup><copyright>1994 Creative Education Foundation</copyright><eventGroup><event type="xmlConverted" agent="Converter:BPG_TO_WML3G version:2.10 mode:FullText" date="2011-11-10"></event><event type="firstOnline" date="2011-12-22"></event><event type="publishedOnlineFinalForm" date="2011-12-22"></event><event type="xmlConverted" agent="Converter:WILEY_ML3G_TO_WILEY_ML3GV2 version:3.8.8" date="2014-01-31"></event><event type="xmlConverted" agent="Converter:WML3G_To_WML3G version:4.1.7 mode:FullText,remove_FC" date="2014-11-04"></event></eventGroup><numberingGroup><numbering type="pageFirst" number="255">255</numbering><numbering type="pageLast" number="265">265</numbering></numberingGroup><linkGroup><link type="toTypesetVersion" href="file:JOCB.JOCB732.pdf"></link></linkGroup></publicationMeta><contentMeta><countGroup><count type="referenceTotal" number="47"></count><count type="linksCrossRef" number="2"></count></countGroup><titleGroup><title type="main">Creativity and Cooperation in the Elementary Music Classroom<link href="#fn1">*</link></title><title type="tocForm">Creativity and Cooperation in the Elementary Music Classroom</title></titleGroup><creators><creator creatorRole="author" xml:id="cr1" affiliationRef="#a1"><personName><givenNames>LYNDA</givenNames><familyName>BALOCHE</familyName></personName></creator></creators><affiliationGroup><affiliation xml:id="a1"><unparsedAffiliation>West Chester University, West Chester, PA 19383</unparsedAffiliation></affiliation></affiliationGroup><abstractGroup><abstract type="main" xml:lang="en"><title type="main">ABSTRACT</title><p>The author examines attitudes towards, and the effects of focus on, creativity and cooperation in the elementary music classroom. First, elementary music teachers were interviewed regarding their values towards creativity and cooperation. Then, a curriculum was field tested that utilized cooperative learning and emphasized activities designed to encourage creative thinking and problem solving. A pretreatment‐posttreatment study, with experimental and control group, was conducted to measure actual changes in student levels of creativity and attitudes towards cooperation. A follow‐up of creativity measures was conducted four years later. Results indicate that elementary music teachers can adapt cooperative learning models to their teaching and can, short‐term, influence students' levels of creativity and attitudes towards cooperation. Implications and opportunities for social‐psychological creativity research and classroom educators are discussed.</p><p>In 1983, Goodlad observed that, in general, there was a “gap between the rhetoric of individual flexibility, originality, and creativity … and the cultivation of these [things] in our schools” (p. 241) and that schools provided students with little opportunity to develop “satisfying relations with others based on respect, trust, cooperation, and caring” (p. 240). Goodlad encouraged teachers in the arts to provide opportunities for creative problem solving and to “boldly demonstrate the potentiality for doing through the arts what cannot be done readily through the other fields” (p. 238). His appeal to arts teachers is reminiscent of Maslow (1968):</p></abstract></abstractGroup></contentMeta><noteGroup><note xml:id="fn1"><p>The study was conducted with support from a grant from the New Jersey Department of Education. Follow‐up was conducted with support from the E. Riley Holman Memorial Fund.</p></note></noteGroup></header></component></istex:document></istex:metadataXml><!--Version 0.6 générée le 11-8-2015--><mods version="3.6"><titleInfo lang="en"><title>Creativity and Cooperation in the Elementary Music Classroom*</title></titleInfo><titleInfo type="alternative" contentType="CDATA" lang="en"><title>Creativity and Cooperation in the Elementary Music Classroom*</title></titleInfo><name type="personal"><namePart type="given">LYNDA</namePart><namePart type="family">BALOCHE</namePart><affiliation>West Chester University, West Chester, PA 19383</affiliation><role><roleTerm type="text">author</roleTerm></role></name><typeOfResource>text</typeOfResource><genre>Serial article</genre><originInfo><publisher>Blackwell Publishing Ltd</publisher><place><placeTerm type="text">Oxford, UK</placeTerm></place><dateIssued encoding="w3cdtf">1994-12</dateIssued><copyrightDate encoding="w3cdtf">1994</copyrightDate></originInfo><language><languageTerm type="code" authority="iso639-2b">eng</languageTerm><languageTerm type="code" authority="rfc3066">en</languageTerm></language><physicalDescription><internetMediaType>text/html</internetMediaType></physicalDescription><abstract lang="en">The author examines attitudes towards, and the effects of focus on, creativity and cooperation in the elementary music classroom. First, elementary music teachers were interviewed regarding their values towards creativity and cooperation. Then, a curriculum was field tested that utilized cooperative learning and emphasized activities designed to encourage creative thinking and problem solving. A pretreatment‐posttreatment study, with experimental and control group, was conducted to measure actual changes in student levels of creativity and attitudes towards cooperation. A follow‐up of creativity measures was conducted four years later. Results indicate that elementary music teachers can adapt cooperative learning models to their teaching and can, short‐term, influence students' levels of creativity and attitudes towards cooperation. Implications and opportunities for social‐psychological creativity research and classroom educators are discussed.In 1983, Goodlad observed that, in general, there was a “gap between the rhetoric of individual flexibility, originality, and creativity … and the cultivation of these [things] in our schools” (p. 241) and that schools provided students with little opportunity to develop “satisfying relations with others based on respect, trust, cooperation, and caring” (p. 240). Goodlad encouraged teachers in the arts to provide opportunities for creative problem solving and to “boldly demonstrate the potentiality for doing through the arts what cannot be done readily through the other fields” (p. 238). His appeal to arts teachers is reminiscent of Maslow (1968):</abstract><note type="content">*The study was conducted with support from a grant from the New Jersey Department of Education. Follow‐up was conducted with support from the E. Riley Holman Memorial Fund.</note><relatedItem type="host"><titleInfo><title>The Journal of Creative Behavior</title></titleInfo><identifier type="ISSN">0022-0175</identifier><identifier type="eISSN">2162-6057</identifier><identifier type="DOI">10.1002/(ISSN)2162-6057</identifier><identifier type="PublisherID">JOCB</identifier><part><date>1994</date><detail type="volume"><caption>vol.</caption><number>28</number></detail><detail type="issue"><caption>no.</caption><number>4</number></detail><extent unit="pages"><start>255</start><end>265</end><total>11</total></extent><extent unit="references"><total>47</total></extent></part></relatedItem><identifier type="istex">953EFFD64AAB0A0EE3D8C1E5299D9FB537A73DD2</identifier><identifier type="DOI">10.1002/j.2162-6057.1994.tb00732.x</identifier><identifier type="ArticleID">JOCB732</identifier><accessCondition type="use and reproduction" contentType="copyright">1994 Creative Education Foundation</accessCondition><recordInfo><recordOrigin>WILEY</recordOrigin><recordContentSource>Blackwell Publishing Ltd</recordContentSource></recordInfo></mods></metadata><serie></serie></istex></record>Pour manipuler ce document sous Unix (Dilib)
EXPLOR_STEP=$WICRI_ROOT/Wicri/Wicri/explor/CircusV2/Data/Main/Corpus
HfdSelect -h $EXPLOR_STEP/biblio.hfd -nk 001151 | SxmlIndent | more
Ou
HfdSelect -h $EXPLOR_AREA/Data/Main/Corpus/biblio.hfd -nk 001151 | SxmlIndent | more
Pour mettre un lien sur cette page dans le réseau Wicri
{{Explor lien
|wiki= Wicri/Wicri
|area= CircusV2
|flux= Main
|étape= Corpus
|type= RBID
|clé= ISTEX:953EFFD64AAB0A0EE3D8C1E5299D9FB537A73DD2
|texte= Creativity and Cooperation in the Elementary Music Classroom*
}}
| This area was generated with Dilib version V0.6.31. |  |