It is impossible to consider a single approach to improvisation, like creativity, its
It is impossible to consider a single approach to improvisation, like creativity, its
Up to press there are several different theoretical approaches that aim to explain creativity and creative learning. It can be a complicated area because being creative involves many processes.…
Understanding of creative learning differs from those who see creativity as freedom to express ourselves to those who link it to self-discipline, practise and crafts.…
a. Improvisation is creating music in the moment by responding to the other players around you. Jazz music uses improvisation almost all the time, most jazz pieces use improvisation.…
In the talk I was able to identify different stages of creativity such as: looking for new challenges, expressing and talking about the problem, investigating it, and constructing a range of ideas. Sam Berns has not had an easy life but he has never allowed any obstacle to stop him from achieving his goals and dreams. The speaker was informed about his problem and the ways it affects his health and lifestyle, regardless of his condition he is always looking for new challenges to overcome because according to him he is capable of doing everything he wants if he focuses on the things he can do on instead of focusing on the things he can’t do. For example he talked about his passion for music and his desire to be part of the musical band at school; which at some point for everybody seemed to be impossible since the instrument was heavier than his entire body but it was never impossible for him. He worked with an engineer for several weeks, and finally they were able to create an instrument that only weighted 6 pounds; which allowed him to be part of the band and march in every single event.…
There are several different theoretical approaches that aim to explain creativity and creative learning, as follows:-…
1.) Instrumental music became as important as vocal music for the first time in what period?…
The first learning outcome is Imagining and Creative New Works. It is a dimension of drama and dance that focuses on exploring and experimenting with movement to express ideas and feelings (Tasmanian Curriculum, 2007). It includes discovering and creating movement solutions that emerge from a range of starting points and stimuli. There are benefits and challenges the occur from Imagining and Creating New Works.…
As I mentioned that I hated writing a few years ago, since I did not consider that writing is an interesting thing. Since I learned English all the compositions that I wrote in school time were the simple “description” of the information that I had been given, which implied that I could only rephrase others’ ideas. And what was worse, that terrible situation did not change till I went to the international high school in Shanghai (CIC).…
Creativity and creative learning are highlighted by the Early Years Foundation Stage (EYFS) framework as being a significant aspect in the holistic development of young children. Children need to have the opportunities to respond in an individual and personal way, make choices and follow new ideas uninhibited by adult expectations. Many people believe creative learning and creativity are the same but in fact they are very different. Creative learning is about how children are actively involved in their own learning and their ability to make choices and decisions. Ofstead states that among professionals, creative learning is seen as questioning and challenging, making connections and seeing relationships, envisaging what might be, exploring ideas, keeping options open and reflecting critically on ideas, actions and outcomes. (Ofstead 2010) Creativity however is about seeing things in a new way and using your imagination. Being creative is strongly linked to play and by allowing children to explore and express themselves through a variety of media or materials including, dance, music, craft, drawing, painting and role play, children are able to produce original outcomes in a variety of ways. The National Advisory Committee on Creative and Cultural Education (NACCCE) defines creativity as “imagination, fashioned so as to produce outcomes which are original and of value” (NACCCE, 1999) and believes all people have the capacity and democratic right, to be creative in all aspects of life.…
In the music classroom, creativity tends to appear in two main avenues: in composition and in performance. Furthermore, performance can be divided into three main processes: recreation, improvisation and arrangement. These avenues for creative learning are relatively narrow considering the processes involved suggest that a vast amount of knowledge and skill is required. As well, when one considers that both the current and future…
This is about generating and exploring ideas, making original connections. It involves trying different ways to tackle a problem, working with others to find imaginative solutions and outcomes that are of value. Learners will demonstrate the following:…
It is seldom easy to say simply what the creative process is. Creativity goes beyond the abstract motion, and the conventional gestures to include a sophisticated state of mind. Although it seems that the tools itself is at work sometimes, sketching, carving, or modeling it is usually something deeper down in our subconscious that controls it. Thus, it is essential that we begin to look at creativity with new eyes, and broader thoughts, and then use this creativity wisely instead of imprisoning it. We are to embrace the beauties and the flaws of our creativity and make something poetic out of it. We are to learn and to reflect on all the different aspects of this work.…
Creative development is provided within settings through role play, music, dance and messy activities. Creativity can stem to a range of other things to, such as problem solving, knowledge…
Modal jazz is a style that uses modes instead of chord progressions and is a harmonic guide for the soloist to use during an improvisation. The improvisations in modal music are usually based on only one or two chords that are repeated. “Flamenco Sketches” has five modes per each improvisation and each mode is either four or eight measures long, except for the last mode in the song. The first muted trumpet improvisation by Miles Davis starts at 0' 18", the tenor saxophone improvisation by John Coltrane starts at 2' 02", the alto saxophone improvisation by Cannonball Adderley starts at 3' 47", the piano improvisation by Bill Evans starts at 5' 53", and the second muted trumpet improvisation by Miles Davis starts at 7' 48". Each of these improvisations…
Principles and practice What can learning in the expressive arts achieve for children and young people The inspiration and power of the arts play a vital role in enabling our children and young people to enhance their creative talent and develop their artistic skills. By engaging in experiences within the expressive arts, children and young people will recognise and represent feelings and emotions, both their own and those of others. The expressive arts play a central role in shaping our sense of our personal, social and cultural identity. Learning in the expressive arts also plays an important role in supporting children and young people to recognise and value the variety and vitality of culture locally, nationally and globally. Learning in, through and about the expressive arts enables children and young people to be creative and express themselves in different ways experience enjoyment and contribute to other peoples enjoyment through creative and expressive performance and presentation develop important skills, both those specific to the expressive arts and those which are transferable develop an appreciation of aesthetic and cultural values, identities and ideas and, for some, prepare for advanced learning and future careers by building foundations for excellence in the expressive arts. Building the Curriculum 1 amended The expressive arts are rich and stimulating, with the capacity to engage and fascinate learners of all ages, interests and levels of skill and achievement. It is therefore important that all teachers and educators look for opportunities within their own teaching approaches for interdisciplinary learning and to foster partnerships with professional arts companies, creative adults and cultural organisations. How is the expressive arts framework structured The expressive arts experiences and outcomes will support staff in planning challenging, inspirational and enjoyable learning and teaching activities. The initial statements are closely…