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

• Wong, Marina Wai Yee Hong Kong Baptist University

Music Education Research, 23(1), 1-13, 2021

Routledge

2021

• G 課程與教學:個別教學範疇
  • GF 人文學科及藝術
• E 特殊教育
  • EB 智力障礙者之教育

Music Special Education Intellectual Disabilities Creativity Gamification

• Hong Kong

• 1997.7 onwards

• 小學教育
• 中學教育

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.

• 英文

期刊論文

• 14613808

https://bibliography.lib.eduhk.hk/tc/bibs/0bb4bcae

2022-04-20