English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

This research is funded by São Paulo Research Foundation (FAPESP) and presents evidences obtained through laboratory and experimental work aimed at new pedagogical alternatives in the context of music education. Analysis of creative music as a pedagogical process in music education usually lacks elements that, although not musical in nature, are important for enhancing development of musical creativity. In this context, we propose the use of a reference model for creative development, showing the first results of its application and an analysis that allows a glimpse into the complexity of music making. The methodology used for the collection and analysis of data is centered on Grounded Theory by Glaser and Strauss, enabling observation of pedagogical and creative activities from both musical and social points of view. From the results, it was possible to observe significant emerging categories on the history of individuals as the core of their musical learning experiences, conservatism and previous knowledge, and the capacity of invention and equilibration, which allowed us to see whether certain beliefs in actions that involve success or failure in music creation were in fact effective true or not.

Complex Relationships Involved in Music Making: Results Founded in Music Invention Laboratory Practices applied in Music Education