| Abstract [eng] |
Music (arts) schools declare the significance of encouraging creativity; however, there is little information about the methods used to foster creativity at schools. The present MA thesis is aimed to reveal whether creativity is promoted at music (arts) schools and what methods of creativity encouragement, if any, are being employed by teachers. There is also another problem: a large number of students, having graduated from non-formal music education establishments, do not use their musical skills anymore in their course of life. The paper also analyses whether the encouragement of creativity motivates students to continue playing musical instruments individually. The aim of the MA paper was to disclose the possibilities of creativity encouragement at music (arts) school. The following objectives were established to achieve the above-mentioned aim: 1) definition of the concept of creativity; 2) naming of the measures fostering creativity that are applied at music (arts) schools and discussion of their importance in education; 3) analysis of the approach of pedagogical process participants towards the possibilities of applying methods that develop creativity at music (arts) schools. The following data and methods were used in the research: 1) literary review; 2) questionnaire; 3) statistical analysis of the research data that was conducted using SPSS 8.0 Statistics package. The survey was administered to 147 graduates, 53 current students and 37 teachers of music (arts) schools. A total of 237 respondents took part in the survey. Conclusions. According to the survey, three quarters of the polled students noted that their creativity was not being enhanced at music (arts) school. The survey concluded that the respondents favourably viewed improvisation, playing without notes and other methods encouraging creativity at music (arts) schools, yet they indicated that the said measures were applied rather rarely. In response to that, the teachers polled named the lack of improvisational skills and time during the class as the main reasons deterring them from assigning students the tasks that foster creativity. |
