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Creative Identity in Music Teaching and Learning

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The primary purpose of this philosophical examination was to define and place the construct of creative identity in music teaching and learning within the framework of identity. To achieve this goal the author mined the ideas of scholars’ work in storytelling, psychology, education, and music education philosophy. The life of the music teacher and student, as well as the creative process, can be considered in terms of being a hero’s journey, what Joseph Campbell calls the monomyth, following the stages: (1) The Ordinary World, (2) The Call to Adventure, (3) Refusal of the Call, (4) Meeting With the Mentor, (5) Crossing the First Threshold, (6) Tests, Allies, Enemies, (7) Approaching the Inmost Cave, (8) The Ordeal, (9)The Reward, (10) The Road Back, (11) The Resurrection, and (12) Return With the Elixir. Carl Jung’s archetypes of the collective unconscious can be applied to the identities of music teachers. The author synthesizes existing work regarding the nature of creativity, theorizes about how the hero’s journey metaphor can be a powerful one for music education identity theory, and introduces the construct of music teacher as “producer.”

Clint Randles is Assistant Professor of Music Education at the University of South Florida School of Music. Randles teaches wind techniques at the undergraduate level, and courses in research in music education at the graduate level. His research interests include the intersection of motivation theory and creativity, and the exploration of the construct “creative identity.” Randles has presented papers at state, national, and international conferences in the US, Egypt, Finland, and China. He has articles published in the Michigan Music Educator, Music Education Research International, Research Studies in Music Education, Arts Education Policy Review, and the Bulletin of the Council for Research in Music Education; articles forthcoming in the Journal of Music Teacher Education, Update: Applications of Research in Music Education, the International Journal of Music Education, and Music Educator’s Journal; contributions to the Encyclopedia of the Sciences of Learning, to be published in 2011 by Springer Publishing; and a forthcoming book chapter on teaching guitar in the upcoming Engaging Practices: A Sourcebook for Middle School General Music by Rowman & Littlefield Publishing. Prior to his appointment at USF , Dr. Randles taught general music and band in the public schools of Michigan for nine years. He has written arrangements and original compositions that have been performed by both marching bands and children’s choruses. Randles received his bachelor of music education degree from Grand Valley State University in Allendale, Michigan, and his Master of Music and Doctor of Philosophy in Music Education degrees from Michigan State University.

This talk is part of the Arts, Culture and Education series.

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