Enhancing Creativity Learning in Implementing Music Education in Arts Curriculum within Cameroonian Schools
32 Pages Posted: 17 Feb 2015 Last revised: 3 Mar 2015
Date Written: February 17, 2015
Amabile (1997) and Ndedi (2013) argue that creativity is simply the production of novel, appropriate ideas in any realm of human activity, from science, to the arts, to education, to business, to everyday life. The ideas must be novel; different from what has been done before, they must be appropriate to the problem or opportunity presented. Creativity is the first step in innovation, which is the successful implementation of those novels, appropriate ideas. Music Education is part of the learning area in Arts and Culture in the education system; and it is no secret of the importance of creativity in music education. This paper explores the current music curriculum in music education, and provides a roadmap for an effective, coherent and efficient music education that promotes or enhances learners’ creativity.
The sources used during this research include published and unpublished studies on music creativity and music education; audio/video recordings that promote creative thinking; and finally field research undertaken to obtain information about existing techniques on music creativity in Cameroon.
The study was conducted in Cameroonian schools. The author used a mixed method design, in investigating how music teachers enhance learner’s creativity in music as part of their learning curriculum in Arts and Culture. To achieve the above, questionnaires were sent to respondents who are mostly tertiary and private teachers in Music Education. Included in this convenient and purposive sample are policy makers in the Ministry of Arts and Culture, the Ministry of Higher education, the Ministry of secondary education, and finally the Ministry of Basic education in Cameroon. Data was also collected by analysing available teaching methods that enhance learners’ creativity in music production.
The analysis of the data obtained revealed that few teachers involved in music education are qualified in creativity learning. A major concern here is that music creativity is often omitted from regular classroom activities during students’ lectures. Learners are often involved in projects collecting knowledge about music, but less involved in creative music activities. Aspects such as different ways to integrate creativity enhancement methods into school’s curriculum, as well as issues concerning product creativity, process and performance creativity during the delivery of the arts, are also ignored.
The paper provides recommendations that include regular in-service teacher training courses in creativity development; and the establishment of a national centre for music creativity. An urgent need for appropriate lessons material in creativity learning is proposed as a way forward for creativity development in music education curriculum in Cameroon.
Keywords: Creativity, Music, Cameroon, Education
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