| Abstrakt: |
Game co-creation has been researched previously in various academic disciplines, showing positive outcomes in students' creativity, engagement, and learning. However, there has been very limited empirical research concerned with this pedagogical approach in the field of music education. The aim of this qualitative study is to document the cocreation of music learning games (targeted towards beginner music students) with music students aged 10 to 14, who have studied music for at least two years. Thus, this project intends to respond to the following research question: What are the implications of co-creating music learning games in an independent music teaching context with young music instrument students, on their creativity and learning engagement towards this approach? To answer this question, the following research objectives are considered: 1) To experiment the co-creation of music learning games in an independent music teaching context with young students aged 10 to 14 and studying a music instrument for at least 2 years; 2) To describe how they use their creativity during the different stages of co-creation of music learning games; and 3) To describe their engagement towards this learning approach. Two groups of 15 young students learning a musical instrument (n = 30) will participate in a 10-day summer camp where they will work in teams in co-creating music learning games for beginner music students. The structure of the game co-creation process will be guided by the Creative and Playful Learning model (Kangas 2010), while the framework of Creative Pedagogy (Lin 2011) will be used to design the pedagogical practices needed to develop their games in a creative way. The game co-creation approach in an independent music teaching context has previously been piloted informally by the researcher where key observations included: the adaptability of the music learning context to a game co-creation approach; the showcasing of students' creativity during the process; and students' engagement towards learning by using this approach during and after the experience. The expected outcomes of this doctoral project could contribute to a range of progressive methods that could engage the 21stcentury students in their musical learning. [ABSTRACT FROM AUTHOR] |
