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Fostering musical creativity of students with intellectual disabilities: Strategies, gamification and re-framing creativity

  • Fostering musical creativity of students with intellectual disabilities: Strategies, gamification and re-framing creativity
  • Music Education Research, 23(1), 1-13, 2021
  • Routledge
  • 2021
    • Hong Kong
    • 1997.7 onwards
    • Primary Education
    • Secondary Education
  • In Hong Kong, the principle of 'one curriculum framework for all' applies to all students, including students with special educational needs (SEN) (EDB 2020. "Special Education Needs." https://www.edb.gov.hk/en/curriculum-development/major-level-of-edu/special-educational-needs/index.html). Students with intellectual disabilities (ID) are expected to achieve the same learning targets as their counterparts in mainstream schools. Within this common curriculum framework, students (age 6-14) study Music with one of its overall aims 'to develop creativity' (CDC 2003. "Music Curriculum Guide" ("Primary 1 - Secondary 3"). Hong Kong: CDC, 11). This qualitative multiple case study reports a sample of nine music teachers fostering the musical creativity of students with ID. A discussion of the findings reveals that in this sampling: (1) instructional strategies focus on the process not product of musical creativity, (2) creative fostering strategies embody gamification and (3) these music teachers re-frame creativity as being innate and commonly held by their students with ID. Copyright © 2021 Routledge.
    • English
  • Journal Articles
    • 14613808
  • https://bibliography.lib.eduhk.hk/en/bibs/0bb4bcae
  • 2022-04-20

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