"Vi är kreativitet" - en studie om kvinnliga låtskrivares skapandeprocesser och pedagogiska tankar
(2019) LAMP72 20191Malmö Academy of Music
- Abstract (Swedish)
- I denna studie får vi genom åtta intervjuer en inblick i musikskapandet hos kvinnliga artister och musiklärare. Vi undersöker hur deras skapandeprocesser ser ut, deras syn på kreativitet och musikskapande samt vilka metoder de använder i sitt låtskrivande. I arbetet får vi veta vilka utmaningar intervjupersonerna kan uppleva i skapandeprocessen och hur de tar sig vidare. Dessutom tar vi reda på dels vilka faktorer som främjar det egna musikskapandet och dels hur lärarna främjar sina elevers musikskapande samt vilka praktiska övningar de använder i sin undervisning.
Resultatet visar att skapandet för alla intervjupersoner uppstår ur ett starkt behov av att uttrycka sig och det finns många likheter mellan deras berättelser kring... (More) - I denna studie får vi genom åtta intervjuer en inblick i musikskapandet hos kvinnliga artister och musiklärare. Vi undersöker hur deras skapandeprocesser ser ut, deras syn på kreativitet och musikskapande samt vilka metoder de använder i sitt låtskrivande. I arbetet får vi veta vilka utmaningar intervjupersonerna kan uppleva i skapandeprocessen och hur de tar sig vidare. Dessutom tar vi reda på dels vilka faktorer som främjar det egna musikskapandet och dels hur lärarna främjar sina elevers musikskapande samt vilka praktiska övningar de använder i sin undervisning.
Resultatet visar att skapandet för alla intervjupersoner uppstår ur ett starkt behov av att uttrycka sig och det finns många likheter mellan deras berättelser kring musikskapandet. Det framkommer att musiken är nära kopplad till deras identitet och att de flesta upplever eller har upplevt självkritik som en av de största utmaningarna i skapandet. Metoderna för det egna skapandet ser olika ut och skapandeprocessen verkar vara mer eller mindre intuitiv. Dessutom framgår det att mindset kan påverka musikskapandet i hög grad. För att främja elevers skapande försöker musiklärarna att skapa trygghet, öka deras självförtroende, ge dem verktyg och ramar samt sprida en lekfull och avslappnad inställning till musikskapandet.
I diskussionen tar vi upp svårigheterna kring att definiera begreppet kreativitet, om kreativitet måste leda till en “nyttig” produkt och intervjupersonernas intressanta beskrivningar av skapandet som “något större”. Vi diskuterar den intuitiva och komplicerade skapandeprocessen, hur man kan hantera den inre kritikern och hitta rätt mindset samt metoder för att väcka inspirationen. Dessutom lyfter vi hur olika faktorer som självförtroende, mindset, lärarens inställning, praktiska övningar, flexibilitet, frihet och ramar kan främja elevers skapande. (Less) - Abstract (Swedish)
- In this study we acquire an insight into the songwriting processes of eight female artists and music teachers. We investigate their creative processes, their thoughts on creativity and songwriting and the methods they use when composing. The informants share some of the challenges they face during the process and how to overcome them. Furthermore, we learn about factors enhancing the songwriting and how the teachers promote the songwriting of their students and which practices they use when teaching.
The results show us that their songwriting arises from a great need for expression and many similarities are seen between the narratives. It appears that composing is strongly linked to identity and most informants perceive self-criticism to... (More) - In this study we acquire an insight into the songwriting processes of eight female artists and music teachers. We investigate their creative processes, their thoughts on creativity and songwriting and the methods they use when composing. The informants share some of the challenges they face during the process and how to overcome them. Furthermore, we learn about factors enhancing the songwriting and how the teachers promote the songwriting of their students and which practices they use when teaching.
The results show us that their songwriting arises from a great need for expression and many similarities are seen between the narratives. It appears that composing is strongly linked to identity and most informants perceive self-criticism to be or have been one of the biggest creative obstacles. The methods used in songwriting differs and the creative process seems to be more or less intuitive. Moreover, it seems that mindset has a substantial influence on songwriting. To enhance the creativity of their students, the teachers aim to support a feeling of security, increase self-confidence, provide tools and structure, in addition to a playful and unstrained attitude towards composing.
In the discussion we bring up the difficulties of defining the term creativity, whether creativity necessarily must provide a “useful” outcome and we discuss that composing, for many of the informants, seems to provide a sense of being a part of something greater than themselves. We reflect upon the intuitive and complex creative process, how to handle the inner critic and gain a favorable mindset and methods to evoke inspiration. Furthermore, we debate how factors like self-confidence, mindset, the approach of the teacher, practices in songwriting, flexibility, freedom and structure can support the creativity of students. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/8981342
- author
- Fischer Bennekov, Dianna LU and Hörngren Widing, Moa LU
- supervisor
- organization
- alternative title
- “We are creativity” - a study on female songwriter’s creative processes and pedagogical thoughts
- course
- LAMP72 20191
- year
- 2019
- type
- H3 - Professional qualifications (4 Years - )
- subject
- keywords
- Flow, Kreativitet, Musikpedagogik, Musikskapande, Pedagogik, Skapandeprocess, Utbildningsvetenskap, Creativity, Creative Process, Educational Science, Music Education, Pedagogy, Songwriting
- language
- Swedish
- id
- 8981342
- date added to LUP
- 2019-06-18 16:46:16
- date last changed
- 2019-06-18 16:46:16
@misc{8981342,
abstract = {{In this study we acquire an insight into the songwriting processes of eight female artists and music teachers. We investigate their creative processes, their thoughts on creativity and songwriting and the methods they use when composing. The informants share some of the challenges they face during the process and how to overcome them. Furthermore, we learn about factors enhancing the songwriting and how the teachers promote the songwriting of their students and which practices they use when teaching.
The results show us that their songwriting arises from a great need for expression and many similarities are seen between the narratives. It appears that composing is strongly linked to identity and most informants perceive self-criticism to be or have been one of the biggest creative obstacles. The methods used in songwriting differs and the creative process seems to be more or less intuitive. Moreover, it seems that mindset has a substantial influence on songwriting. To enhance the creativity of their students, the teachers aim to support a feeling of security, increase self-confidence, provide tools and structure, in addition to a playful and unstrained attitude towards composing.
In the discussion we bring up the difficulties of defining the term creativity, whether creativity necessarily must provide a “useful” outcome and we discuss that composing, for many of the informants, seems to provide a sense of being a part of something greater than themselves. We reflect upon the intuitive and complex creative process, how to handle the inner critic and gain a favorable mindset and methods to evoke inspiration. Furthermore, we debate how factors like self-confidence, mindset, the approach of the teacher, practices in songwriting, flexibility, freedom and structure can support the creativity of students.}},
author = {{Fischer Bennekov, Dianna and Hörngren Widing, Moa}},
language = {{swe}},
note = {{Student Paper}},
title = {{"Vi är kreativitet" - en studie om kvinnliga låtskrivares skapandeprocesser och pedagogiska tankar}},
year = {{2019}},
}