Collaborative creativity in instrumental group music learning as a site for enhancing pupil wellbeing
Cambridge Journal of Education
Taylor & Francis
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Burnard, P., & Dragovic, T. (2014). Collaborative creativity in instrumental group music learning as a site for enhancing pupil wellbeing. Cambridge Journal of Education https://doi.org/10.1080/0305764X.2014.934204
This study explores the nature of the elements that co-influence collaborative creativity in instrumental group music learning and the intrinsic potential for enhancing pupil wellbeing as evidenced in a particular secondary-school (extra-curricular) group instrumental programme Percussion 1. Wenger's Community of Practice (CoP) and Engestrom's Activity Theory (AT) provide an in-depth analytical framework for the analysis of 14 rehearsals, 13 semi-structured interviews and 41 teachers' and pupils' reflective diary entries. Findings support the intrinsic potential for enhancing pupil wellbeing by empowering them through supportive statements and decision-making, and engaging them through the embodiment of music learning.
External DOI: https://doi.org/10.1080/0305764X.2014.934204
This record's URL: https://www.repository.cam.ac.uk/handle/1810/266208