Hostname: page-component-7c8c6479df-27gpq Total loading time: 0 Render date: 2024-03-28T17:30:41.843Z Has data issue: false hasContentIssue false

Validation and further validation of a measure of creative identity among USA and Finland pre-service music teachers

Published online by Cambridge University Press:  05 December 2014

Clint Randles
Affiliation:
Center for Music Education Research, School of Music, University of South Florida, 4202 East Fowler Ave., Tampa, FL 33620, USArandlesc@usf.edu, clint.randles@gmail.com
Sari Muhonen
Affiliation:
Vikki Teacher Training School, University of Helsinki, P.O. Box 30, FI-00014, University of Helsinki, Finlandsari.muhonen@helsinki.fi, sari.muhonen1@gmail.com

Abstract

The purpose of this study was to validate a measure of creative identity with a population of pre-service teachers in the USA, to further validate the measure with a Finnish population, and to compare both populations regarding their perceptions of themselves as creative musicians. The researcher developed a tool, the Creative Identity Measure (CIM), based on the work of Isbell (2007) to examine this area. The specific research questions were as follows: 1. What factors can explain creative identity in music? 2. What is the internal consistency within the factors that explain creative identity in music? 3. Do differences exist between the two populations with regard to each sub-scale? Results of factor analysis reveal that the CIM can be meaningfully divided into four sub-scales with a US population (n = 159) and a combined US and Finland population (n = 277). Significant differences were discovered for sub-scales one (Creative Music Making Self-Efficacy), two (Value of Creative Musicianship Areas), and four (Value of Popular-Music Making/Listening in the Classroom), suggesting that the Finnish pre-service music teachers possess a stronger creative identity than their contemporaries from the USA. Significant differences were not found for sub-scale three (Willingness to Allow for Creativity in the Classroom), suggesting that both populations of pre-service music teachers are equally willing to allow time for creativity.

Type
Research Article
Copyright
Copyright © Cambridge University Press 2014 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

ABRAMO, J. (2011) Gender differences of popular music production in secondary schools. Journal of Research in Music Education, 59, 2143.CrossRefGoogle Scholar
ABRIL, C. & FLOWERS, P. (2007) Attention, preference, and identity in music listening by middle school students of different linguistic backgrounds. Journal of Research in Music Education, 55, 204219.Google Scholar
ABRIL, C. & GAULT, B. (2006) The state of music in the elementary school: the principal's perspective. Journal of Research in Music Education, 54, 620.Google Scholar
ABRIL, C. & GAULT, B. (2008) The state of music in secondary schools: the principal's perspective. Journal of Research in Music Education, 56, 6881.Google Scholar
BARRETT, M. (2006) ‘Creative collaboration’: an ‘eminence’ study of teaching and learning in music composition. Psychology of Music, 34, 195218.Google Scholar
BARRETT, M. (Ed). (2011) A Cultural Psychology of Music Education. New York, NY: Oxford University Press.Google Scholar
BENNETT, D. E. (2008) Understanding the Classical Music Profession: The Past, The Present and Strategies for the Future. Aldershot: Ashgate.Google Scholar
BURNARD, P. (1999) Bodily intention in children's improvisation and composition. Psychology of Music, 27, 159174.Google Scholar
BURNARD, P. (2000) Examining experiential differences between improvisation and composition in children's meaning-making. British Journal of Music Education, 17, 227245.Google Scholar
BURNARD, P. (2002) Investigating children's meaning making and the emergence of musical interaction in group improvisation. British Journal of Music Education, 19, 157172.Google Scholar
BURNARD, P. (2004) Transitions in musical learning: rethinking music education contexts. In Bartel, L. (Ed.), Questioning the Music Education Paradigm (pp. 135146). Waterloo, ON: Canadian Music Educators Association.Google Scholar
BURNARD, P. (2006) The individual and social worlds of children's musical creativity. In McPherson, G. (Ed.), The Child as Musician: A Handbook of Musical Development (pp. 353374). New York, NY: Oxford University Press.Google Scholar
CAMPBELL, M. R. & THOMPSON, L. K. (2007) Perceived concerns of pre-service music education teachers: a cross-sectional study. Journal of Research in Music Education, 55, 162176.Google Scholar
CAMPBELL, P. S., CONNELL, C. & BEEGLE, A. (2007) Adolescents’ expressed meanings of music in and out of school. Journal of Research in Music Education, 55, 220236.CrossRefGoogle Scholar
CARTER, B. (2008) A qualitative examination of undergraduate music students’ compositional identity (Unpublished doctoral dissertation). Northwestern University, Evanston, IL.Google Scholar
CONWAY, C., EROS, J., PELLEGRINO, K. & WEST, C. (2010) Instrumental music education students’ perceptions of tensions experiences during their undergraduate degree. Journal of Research in Music Education, 58, 260275.Google Scholar
COOLEY, C. H. (1902) Human Nature and Social Order. New York, NY: Shocken.Google Scholar
CSIKSZENTMIHALYI, M. (1999) Implications of a systems perspective for the study of creativity. In Sternberg, R. J. (Ed.), Handbook of Creativity (pp. 313335). New York, NY: Cambridge University Press.Google Scholar
ELLIOTT, D. J. (1995) Music Matters: A New Philosophy of Music Education. New York, NY: Oxford University Press.Google Scholar
GEORGII-HEMMING, E. & WESTVALL, M. (2009) A transition from school music to music in school to school music once again? In DeNora, T. (Chair), The Sixth International Research in Music Education Conference. Symposium conducted at the University of Exeter, UK.Google Scholar
GREENWOOD, J. (2009) Creativity and identity. Critical Perspectives on Communication, Cultural & Policy Studies, 28, 4353.Google Scholar
GRUBER, H. (1988) The evolving systems approach to creative work. Creativity Research Journal, 1, 2751.Google Scholar
GUILFORD, J. P. (1950) Creativity. American Psychologist, 5, 444454.Google Scholar
HACKLEY, C. & KOVER, A. (2007) The trouble with creatives: negotiating creative identity in advertising agencies. International Journal of Advertising, 26, 6378.CrossRefGoogle Scholar
HARGREAVES, D. J., MIELL, D. & MACDONALD, R. A. R. (2002) What are musical identities, and why are they important? In MacDonald, R. A. R., Hargreaves, D. & Miell, D. (Eds.), Musical Identities (pp. 120). New York, NY: Oxford University Press.Google Scholar
HARRINGTON, D. M. (1990) The ecology of human creativity: a psychological perspective. In Runco, M. A. & Albert, R. S. (Eds), Theories of Creativity (pp. 143169). Newbury Park, CA: Sage.Google Scholar
HICKEY, M. (1995) Qualitative and quantitative relationships between children's creative musical thinking processes and products. Unpublished doctoral dissertation. Northwestern University, Evanston, IL.Google Scholar
HICKEY, M. (2001) An application of Amabile's consensual assessment technique for rating the creativity of children's musical compositions. Journal of Research in Music Education, 49, 234244.Google Scholar
HICKEY, M. (2002) Creativity research in music, visual art, theater and dance. In Colwell, R. & Richardson, C. (Eds), The New Handbook of Research on Music Teaching and Learning: A Project of the Music Educators National Conference (pp. 398415). New York, NY: Oxford University Press.Google Scholar
HICKEY, M. (Ed.) (2003) Why and How to Teach Music Composition: A New Horizon for Music Education. Reston, VA: MENC Publishing.Google Scholar
HOURIGAN, R. M. (2009) Pre-service music teachers’ perceptions of fieldwork experience in a special needs classroom. Journal of Research in Music Education, 57, 152168.Google Scholar
ISBELL, D. (2007) Socialization and occupational identity among pre-service music teachers enrolled in traditional baccalaureate degree programs. Unpublished doctoral dissertation. University of Colorado, Boulder, CO.Google Scholar
ISBELL, D. (2008) Musicians and teachers: the socialization and occupational identity of pre-service music teachers. Journal of Research in Music Education, 56, 162178.Google Scholar
JACKSON, L. A., SULLIVAN, L. A., HARNISH, R. & HODGE, C. N. (1996) Achieving positive social identity: social mobility, social creativity, and permeability of group boundaries. Journal of Personality and Social Psychology, 70, 241254.Google Scholar
JAMES, W. (1890) The Principles of Psychology, Vol. 1. New York, NY: Holt.Google Scholar
JAUSSI, K. S., RANDEL, A. E. & DIONNE, S. D. (2007) I am, I think I can, and I do: the role of personal identity, self-efficacy, and cross-application of experiences in creativity at work. Creativity Research Journal, 19, 247258.CrossRefGoogle Scholar
JORGENSEN, E. R. (2003) Transforming Music Education. Bloomington, IN: Indiana University Press.Google Scholar
KORPELA, P., KUOPPAMAKI, A., LAES, T., MIETTINEN, L., MUHONEN, S., MUUKKONEN, M., NIKKANEN, H., OJALA, A., PARTTI, H., PIHKANEN, T. & RIKANDI, I. (2010) Music education in Finland. In Rikandi, I. (Ed.) Mapping the Common Ground: Philosophical Perspectives on Finnish Music Education (pp. 1431). Helsinki: BTJ.Google Scholar
KRATUS, J. (1985) Rhythm, melody, motive, and phrase characteristics of original songs by children aged five to thirteen (Unpublished doctoral dissertation). Northwestern University, Evanston, IL.Google Scholar
KRATUS, J. (1989) A time analysis of the compositional processes used by children ages 7 to 11. Journal of Research in Music Education, 37, 520.Google Scholar
KRATUS, J. (1994) Relationships among children's music audiation and their compositional processes and products. Journal of Research in Music Education, 42, 115130.Google Scholar
KRATUS, J. (2001) Effect of available tonality and pitch options on children's compositional processes and products. Journal of Research in Music Education, 33, 95103.Google Scholar
LUM, C. (2008) Home musical environment of children in Singapore: on globalization, technology, and media. Journal of Research in Music Education, 56, 101117.Google Scholar
L’ROY, D. (1983) The development of occupational identity in undergraduate music education majors. Unpublished doctoral dissertation. North Texas State University, Denton.Google Scholar
MAYER, R. (1999) Fifty years of creativity research. In Sternberg, R. (Ed.), Handbook of Creativity (pp. 449460). New York, NY: Cambridge University Press.Google Scholar
MEAD, G. H. (1934) Mind, Self, and Society. Chicago, IL: University of Chicago Press.Google Scholar
MIKSZA, P. & AUSTIN, J. (2010) Eyes wide open: high school student reflections on music teaching experiences within a pre-collegiate recruitment program. Bulletin of the Council for Music Education, 185, 720.Google Scholar
MILLS, M. (2010) Being a musician: musical identity and the adolescent singer. Bulletin of the Council for Research in Music Education, 186, 4354.Google Scholar
MUHONEN, S. (2004). Helping children to compose: song crafting. In Karppinen, S. (Ed.), Neothemi – Cultural Heritage and ICT, Theory & Practice (pp. 204210). Helsinki: Studia Paedagogica.Google Scholar
MUHONEN, S. (2010). Sävellyttäminen – yhdessä säveltämisen luova prosessi viidesluokkalaisten oppilaiden muistelemana [Songcrafting–co-operative composing recalled by fifth graders]. Unpublished doctoral dissertation. Sibelius Academy, Helsinki.Google Scholar
MUUKKONEN, M. (2010) The ethos of versatility: Music teachers articulate their pedagogical practices. Unpublished Doctoral Dissertation. Sibelius Academy, Helsinki.Google Scholar
NATIONAL CORE CURRICULUM FOR BASIC EDUCATION (2004) Finnish National Board of Education. http://www.oph.fi/english/publications/2009/national_core_curricula [Accessed 9 August 2010].Google Scholar
NORTH, A. C. & HARGREAVES, D.A. (2008) The Social and Applied Psychology of Music. New York, NY: Oxford University Press.Google Scholar
ODENA, O. & WELCH, G. (2012). Teachers’ perceptions of creativity, In Odena, O. (Ed.), Musical Creativity: Insights from Music Education Research (pp. 2950). Burlington, VT: Ashgate Publishing.Google Scholar
PAUL, S.J. & BALLANTYNE, J.H. (2002). The sociology of education and connections to music education research. In Colwell, R. (Ed.), Handbook of Research on Music Teaching and Learning (pp. 566583). New York, NY: Schirmer Books.Google Scholar
RANDLES, C. (2009a). ‘That's my piece, that's my signature, and it means more . . .’: creative identity and the large ensemble teacher/arranger. Research Studies in Music Education, 31 (1), 5571.Google Scholar
RANDLES, C. (2009b). Student composers’ expressed meaning of composition with regard to culture. Music Education Research International, 3, 4253.Google Scholar
RANDLES, C. (2010). Creative identity in music teaching and learning. Unpublished doctoral dissertation. Michigan State University, East Lansing, MI.Google Scholar
RANDLES, C. & SMITH, G. D. (2012). A first comparison of pre-service music teachers’ identities as creative musicians in the United States and England. Research Studies in Music Education, 34, 173187.CrossRefGoogle Scholar
REIMER, B. (2003) A Philosophy of Music Education: Advancing the Vision. Upper Saddle River, NJ: Prentice Hall.Google Scholar
RIKANDI, I. (2010) Mapping the Common Ground: Philosophical Perspectives on Finnish Music Education. Helsinki: BTJ.Google Scholar
ROBERTS, B. A. (1991a) Musician: A Process of Labeling. St. John's: Memorial University of Newfoundland.Google Scholar
ROBERTS, B. A. (1991b) Music teacher education as identity construction. International Journal of Music Education, 18, 3039.Google Scholar
ROBERTS, B. A. (1991c) A Place to Play: The Social World of University Schools of Music. St. John's: Memorial University of Newfoundland.Google Scholar
SCHMIDT, M. (2005) Pre-service string teachers’ lesson-planning processes: an exploratory study. Journal of Research in Music Education, 53, 625.Google Scholar
SCHMIDT, M. (2010) Learning from teaching experience. Journal of Research in Music Education, 58, 131146.Google Scholar
SWANWICK, K. & TILLMAN, J. (1986) The sequence of musical development: a study of children's composition. British Journal of Music Education, 3, 305340.Google Scholar
TERESKA, T. (2003) Peruskoulun luokanopettajaksi opiskelevien musiikillinen minäkäsitys ja siihen yhteydessä olevia tekijöitä (Pre-service elementary teachers’ self-concept in music, and its contributing factors). Unpublished Doctoral Dissertation. University of Helsinki, Helsinki, Finland.Google Scholar
WEBSTER, P. (1977) A factor of intellect approach to creative thinking in music. Unpublished doctoral dissertation. Eastman School of Music, University of Rochester, Rochester.Google Scholar
WEBSTER, P. (1979) Relationship between creative behavior in music and selected variables as measured in high school students. Journal of Research in Music Education, 27, 227242.Google Scholar
WEBSTER, P. (1990) Creativity as creative thinking. Music Educators Journal, 76, 2228.Google Scholar
WEBSTER, P. (2009) Children as creative thinkers in music: focus on composition. In Hallam, S., Cross, I. & Thaut, M. (Eds), The Oxford Handbook of Music Psychology (pp. 421428). New York, NY: Oxford University Press.Google Scholar
WELKENER, M. M. (2000) Concepts of creativity and creative identity in college: Reflections of the heart and head. Unpublished doctoral dissertation. Miami University, Miami.Google Scholar
WIGGINS, J. (1994) Children's strategies for solving compositional problems with peers. Journal of Research in Music Education, 42, 232252.Google Scholar
WIGGINS, J. (2003) A frame for understanding children's compositional processes. In Hickey, M. (Ed.), Why and How to Teach Music Composition: A New Horizon for Music Education (pp. 141167). Reston, VA: MENC Publishing.Google Scholar
WIGGINS, J. (2011) When the music is theirs: scaffolding young songwriters. In Barrett, M. (Ed). A Cultural Psychology for Music Education (pp. 83113). New York, NY: Oxford University Press.Google Scholar
WOODFORD, P. (2002). The social construction of music teacher identity in undergraduate music education majors. In Colwell, R. and Richardson, C. (Eds), The New Handbook of Research on Music Teaching and Learning (pp. 675694). New York, NY: Oxford University Press.Google Scholar