Creativity and Problem-Based Learning: re-signifying the initial music teacher education

Authors

DOI:

https://doi.org/10.5902/1984644474429

Keywords:

Creativity, Problem-Based Learning, Initial music teacher education

Abstract

Intending to reflect on music teacher education, this article analyzes the relationship between Creativity development and Problem-based Learning (PBL). Starting from the basic understandings about the theme and the terms associated with it, the article historically contextualizes the studies of creativity, listing conceptions about creative thinking and the most recent ideas on the subject. Based on further research carried out by the authors, it is indicated three principles that can contribute to the stimulation of creativity in the educational context, punctuating the establishment and/or sensitivity to problems such as the driving force of the creative process, aspects of teacher education and contemporary challenges for creative practice. The central aspects of the PBL are highlighted and paths are proposed that interconnect the factors of creative thinking with the steps of the PBL cycle. The text brings some developments from the reflection, and the ways in which is seeked significant actions for creative music teachers education.

Author Biographies

Klesia Garcia Andrade, Federal University of Paraíba

Graduada em Licenciatura em Música (2002) pela Universidade Estadual de Londrina. Especialista em Educação Musical (2005) pela Escola de Música e Belas Artes do Paraná e em Teologia (2002) pelo Instituto Bíblico Ágape Smith. Mestre (2015) e Doutora (2019) em Educação Musical pela Universidade Federal da Paraíba. Docente no Departamento de Educação Musical da Universidade Federal da Paraíba (em exercício provisório desde maio de 2021) e na Universidade Federal de Pernambuco (efetiva desde setembro de 2015). Docente permanente no Programa de Pós-Graduação em Música da Universidade Federal de Pernambuco. Atua na área de Educação Musical nas temáticas: formação de professor, educação musical e práticas criativas, canto coral e regência de coro infantojuvenil. Autora de artigos em anais de congressos e revistas especializadas da área, regente, pianista e compositora. Pesquisadora nos grupos "Mar de corais" e "CriEMUs: criatividade, educação e música" (ambos da UFPE) e "Música, cultura e educação" (UFPB).

Matheus Henrique da Fonsêca Barros, Instituto Federal do Sertão Pernambucano

Doutor em Música (Educação Musical) pela Universidade Federal da Paraíba (UFPB), Mestre em Educação pela UFPE, graduado em Licenciatura em Música pela Universidade Federal de Pernambuco (2013). É professor do Instituto Federal do Sertão Pernambucano (IFSertãoPE), Campus Petrolina, no curso de Licenciatura em Música e do Programa de Pós-graduação em Música da UFPE. Tem experiência na área de Artes, com ênfase em Música, Educação Musical, Formação de professores de Música; Aprendizagem baseada em Problemas, Tecnologia Musical.

Karen Ramlackhan, University of South Florida

Dr. Ramlackhan is an assistant professor in educational leadership and policy studies. She has a Ph.D. in educational leadership from the University of South Florida, a Master's degree in special education, and a Bachelor's degree in elementary education both from the University of Florida. 

Dr. Ramlackhan's research intersects matters of policy and leadership to understand the systemic and structural mechanisms that shape educational outcomes. She explores the sociopolitical, cultural, and institutional dynamics that impact marginalized populations within P-20 contexts (e.g. intersections of race/ethnicity, class, religion, immigration status, language, gender, sexuality). She uses critical analytic frameworks and varied methodological approaches to understand social justice leadership praxis, ableism and dis/ability, and culturally responsive equitable and inclusive practices domestically and internationally. Her scholarly activities ​bridge disciplinary areas and emphasize creativity and critical thinking in problem-solving current issues of equity and justice in educational systems.

Dr. Ramlackhan's publications include book chapters such as in the Handbook on Promoting Social Justice Education, and articles in national and international journals that include Urban Education, Educational Policy, Higher Education: The International Journal of Higher Education Research, and Higher Education Research and Development. Her national leadership service positions are in the American Educational Research Association Division A: Administration, Organization & Leadership, the American Association of Colleges for Teacher Education Advisory Committee on Global Diversity, the Council for Exceptional Children, and the International Congress for School Effectiveness and Improvement Generational Renewal, Inclusion, and Diversity Committee.

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Published

2024-01-17

How to Cite

Andrade, K. G., Barros, M. H. da F., & Ramlackhan, K. (2024). Creativity and Problem-Based Learning: re-signifying the initial music teacher education. Education, 49(1), e8/1–28. https://doi.org/10.5902/1984644474429

Issue

Educação, v. 49, 2024 – Jan./Dez. – Publicação contínua

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Continuous Demand

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