{"id":38998,"date":"2026-05-01T15:05:30","date_gmt":"2026-05-01T13:05:30","guid":{"rendered":"https:\/\/musikkons.dk\/?page_id=38998"},"modified":"2026-05-01T15:05:31","modified_gmt":"2026-05-01T13:05:31","slug":"the-creative-teacher-teaching-viewed-as-a-creative-process","status":"publish","type":"page","link":"https:\/\/musikkons.dk\/en\/the-creative-teacher-teaching-viewed-as-a-creative-process\/","title":{"rendered":"The Creative Teacher \u2013 Teaching Viewed as a Creative Process"},"content":{"rendered":"<p><strong>Kaja Daugaard Christensen<\/strong>, associated professor<\/p>\n<p>(Link to the completed report at the bottom of the page.)<\/p>\n<p>In the music pedagogical tradition at higher music institutions, a professional and theoretical pedagogical approach to teaching has not received the same attention as the musicological approach \u2013 the instrumental, vocal, compositional and music theoretical.However, this situation has seen a period of great change in recent years, and my pedagogical project &#8216;The creative teacher&#8217; is intended as a contribution to this development.<\/p>\n<p>The study, among other things, worked to raise awareness of some of the processes behind the dynamics of group teaching.<\/p>\n<p>In group teaching, the group forms a social context that both students and teacher constantly relate to, interact with, and measure themselves against. The aim of the pedagogical project &#8216;The Creative Teacher \u2013 Teaching Viewed as a Creative Process&#8217; with the subtitle &#8216;Group teaching in classical aural training at BA level\u2019 is to investigate how the collective dynamic affects the individual student&#8217;s learning process and the teacher&#8217;s development of her own competences.<\/p>\n<h4>The problem formulation of the investigation<\/h4>\n<ul>\n<li>to investigate what is needed for the students to become actively involved and counteractive participants in the teaching<\/li>\n<li>to examine how the collective dynamic aff\u00e9cts the individual student&#8217;s learning process and the teacher&#8217;s development of her own competences<\/li>\n<li>gain insight into what contributes to teaching becoming a creative process, understood as a dialogue on many levels and with many languages \u2013 a creative dialogic process<\/li>\n<\/ul>\n<h4>Results and experiences from the investigation<\/h4>\n<p>Based on the students&#8217; responses to the reflection sheets (questionnaire survey), which the class participants were given after each of the ten lessons that were recorded on video, and a follow-up focus group interview, the following results have emerged, among others:<\/p>\n<h4>For the Students<\/h4>\n<p>Developed a greater awareness of:<\/p>\n<ul>\n<li>the meaning of being the co-playing and counterplaying student<\/li>\n<li>the importance of reflecting over one&#8217;s own work effort and practice process<\/li>\n<li>when the learning happens \u2013 that deep learning happens <em>between <\/em>lessons<\/li>\n<\/ul>\n<h4>For the teacher<\/h4>\n<p>Gained great insight into:<\/p>\n<ul>\n<li>the vulnerability of the students<\/li>\n<li>that raising students&#8217; awareness of the importance and quality of their own efforts is important for developing the teacher&#8217;s own competencies in being a creative teacher \u2013 understood as a dialogue on many levels and with many languages \u2013 a creative dialogic process&#8221;<\/li>\n<\/ul>\n<h4>Overall results<\/h4>\n<ul>\n<li>the great importance of building a mutually appreciative community as a fertile ground for a dynamic and vitalized community. In such a space, the opportunity for a desire to learn can be created, even to enjoy being in a learning process, and thus be instrumental in shifting the focus from performance to learning, and thus also strengthen the internal motivation for learning. In an anxiety-free learning space that is exploratory and playful, students dare to make mistakes and are given the opportunity to forget themselves and put learning at the center<\/li>\n<li>the great importance of the teacher&#8217;s own professional commitmen. This is contagious and has a professionally inspiring effect<\/li>\n<li>The great importance of the empathically reflective and empathetic teacher as a fundamental prerequisite for being able to provide the right counter- and co-operation in teaching<\/li>\n<li>the insight of the students into the importance of their own active participation and counterplay in teaching. A greater awareness of the quality and significance of their own efforts in relation to the teacher can lead to development of the teacher&#8217;s own skills in becoming a more creative teacher<\/li>\n<li>more experiences in relation to nature and quality of the learning space<\/li>\n<\/ul>\n<p>The report can be downloaded <a href=\"https:\/\/musikkons.dk\/wp-content\/uploads\/pdf\/Den-skabende-underviser-2.pdf\" target=\"_blank\" rel=\"noopener\">here<\/a>.<\/p>\n<p>The report can also be borrowed from the library at the \u2018Royal Academy of Music\u2019(RAMA) in Aarhus. It is available in both Danish and English versions.<\/p>\n<p>See <a href=\"https:\/\/musikkons.dk\/wp-content\/uploads\/pdf\/Den-skabende-underviser.pdf\" target=\"_blank\" rel=\"noopener\">Kaja Daugaard Christensen&#8217;s poster<\/a> about the project, which was presented at RAMAs seminar \u2018Research and Development\u2019 on April 24, 2020.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Kaja Daugaard Christensen, associated professor (Link to the completed report at the bottom of the page.) In the music pedagogical tradition at higher music institutions, a professional and theoretical pedagogical approach to teaching has not received the same attention as the musicological approach \u2013 the instrumental, vocal, compositional and music theoretical.However, this situation has seen [&hellip;]<\/p>\n","protected":false},"author":4,"featured_media":21275,"parent":0,"menu_order":30,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v22.0 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>The Creative Teacher \u2013 Teaching Viewed as a Creative Process - Det Jyske Musikkonservatorium<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/musikkons.dk\/en\/the-creative-teacher-teaching-viewed-as-a-creative-process\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"The Creative Teacher \u2013 Teaching Viewed as a Creative Process - Det Jyske Musikkonservatorium\" \/>\n<meta property=\"og:description\" content=\"Kaja Daugaard Christensen, associated professor (Link to the completed report at the bottom of the page.) 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