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'Creative collaboration': an 'eminence' study of teaching and learning in music composition


Barrett, MS, 'Creative collaboration': an 'eminence' study of teaching and learning in music composition, Psychology of Music, 34, (2) pp. 195-218. ISSN 0305-7356 (2006) [Refereed Article]

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Copyright 2006 Society for Education, Music and Psychology Research

DOI: doi:10.1177/0305735606061852


The image of the composer as a lone seeker of creative inspiration is embedded in popular views of the creative artist. This isolationist view ignores the 'thought communities' on which composers draw in their development as musicians, composers and teachers, the relationships that hold between composer-teacher and student-composer, and the role of these relationships in the ongoing development of all participants in the teaching and learning process. This article draws on 'eminence' studies of creativity to investigate the teaching and learning beliefs, processes and practices, of an eminent composer-teacher when working with a tertiary-level student-composer over the course of one academic semester. The emergent view of the teaching and learning process in music composition is one of a dyad working towards shared goals in a process characterized by collaboration, joint effort, and social support. This suggests that the teaching and learning process in composition may be a form of creative collaboration.

Item Details

Item Type:Refereed Article
Keywords:composer-teacher, creative dyad, creativity, learning dyad, student-composer
Research Division:Education
Research Group:Specialist studies in education
Research Field:Specialist studies in education not elsewhere classified
Objective Division:Education and Training
Objective Group:Other education and training
Objective Field:Other education and training not elsewhere classified
UTAS Author:Barrett, MS (Professor Margaret Barrett)
ID Code:40446
Year Published:2006
Deposited By:Education
Deposited On:2006-08-01
Last Modified:2012-12-20

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