Abstract: Learning is crucial to one’s cognitive development, especially from an early age. The application of music as both an entertainment and academic learning tool, could garner fruition, even in a typical environment that is not normally conducive to learning.
The objective of this research was to determine the extent to which music pedagogy influences creative thinking, within the context of gender-based delivery.
This research was conducted over an eight-week period, as part of a work experience at a secondary school, targeting students of grades 7 to 9. Primary and secondary data were used to inform this research. Constructivism approach was used as a motivation element to spark learning. Theories such as Vygotsky, Kodaly, Suzuki, Gordon Learning and Eurhythmics were featured to explain the relevant findings.
The findings revealed that negative perception about music could challenge academic performance and creative thinking. Prior exposure, interests, gender and socio-cultural attributes played an integral role in how receptive students were in absorbing music and being able to think creatively. Having linked music with academic disciplines such as Mathematics, English Language, using rhythms, composition, pitch, dynamics, beats, dancehall songs, games, this shows significant improvement in students’ test scores. This was higher among boys (>50%) than girls.
Keywords: Music Pedagogy, learning, creative thinking.
Title: Using Music Pedagogy to Enhance Creative Thinking among Selected Students at A Secondary School in Jamaica
Author: Crawford, Alexay D.
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
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