Considering creative teaching in relation to creative learning: Developing a knowing-doing orientation for change in higher music education

Abstract

Abstract: This chapter makes the case for why music institutions and academies should count on creative teaching in relation to creative learning as vital ways of addressing the politics of higher music education. Creative teaching in relation to creative learning offers new priorities, new narratives, new forms of knowledge, new ways of ‘knowing how to speak’ and ‘knowing how to hear’ as creative teachers and musician artists. I argue that creative learning and teaching is more likely to occur when the rigid divisions between artist and scholar, teacher and student, researcher and practitioner are relaxed, creating an improvisatory space where creative learning communities jointly construct the improvisational flow of the higher education classroom, studio, rehearsal and instrumental lessons. Keywords: creative learning, creative teaching, Higher Music Education