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Pedagogical Creativity: A Multiple Case Study of Concert Band Director Practices
Pedagogical Creativity: A Multiple Case Study of Concert Band Director Practices
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202105118
- ISBN
- 9798290969084
- DDC
- 780.7
- 서명/저자
- Pedagogical Creativity: A Multiple Case Study of Concert Band Director Practices
- 발행사항
- [Sl] : Boston University, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 282 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-02, Section: A.
- 주기사항
- Advisor: Greene, Jennifer L. R.
- 학위논문주기
- Thesis (D.M.A.)--Boston University, 2025.
- 초록/해제
- 요약With this multiple-case study, I investigated how instrumental music educators apply pedagogical creativity within the context of traditional wind band education. Utilizing the theoretical framework of Abramo and Reynolds (2015), which defines pedagogical creativity through four core traits-structured improvisation, ambiguity tolerance, metaphorical thinking, and fluid teacher identity, I explored how these characteristics manifest in the lived experiences and instructional practices of three exemplary concert band directors. Through in-depth interviews, classroom observations, and thematic analysis, I analyzed how these educators balance the tension between product-oriented ensemble traditions and more responsive, student-centered pedagogical approaches.Findings reveal that pedagogical creativity manifests through intentional flexibility, student empowerment, and emotionally safe learning environments. Participants, Lyla, Ella, and Austin demonstrated how their deep pedagogical content knowledge enabled them to scaffold instruction while fostering student agency and expressive musicality. Their practices reflect a shift away from rigid, director-centric rehearsal models toward more collaborative and relational artistry, where technical mastery serves broader educational and humanistic aims. This study contributes to a growing discourse on reimagining ensemble teaching by positioning pedagogical creativity as a transformative force in music education. Rather than aligning instruction solely with traditional performance outcomes, participants intentionally employed student-centered deviations-what I described as constructive misalignments-to challenge normative expectations and reframe learning around deeper engagement, emotional growth, and shared meaning-making. These deliberate strategies prioritized musical exploration, student autonomy, and a culture of care.
- 일반주제명
- Music education
- 일반주제명
- Music
- 일반주제명
- Pedagogy
- 기타저자
- Boston University Music Education CFA
- 기본자료저록
- Dissertations Abstracts International. 87-02A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520260202105118
■006m o d
■007cr#unu||||||||
■020 ▼a9798290969084
■035 ▼a(MiAaPQ)AAI32237812
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a780.7
■1001 ▼aMaxwell, Rachel J.▼0(orcid)0009-0001-5456-9329
■24510▼aPedagogical Creativity: A Multiple Case Study of Concert Band Director Practices
■260 ▼a[Sl]▼bBoston University▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a282 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-02, Section: A.
■500 ▼aAdvisor: Greene, Jennifer L. R.
■5021 ▼aThesis (D.M.A.)--Boston University, 2025.
■520 ▼aWith this multiple-case study, I investigated how instrumental music educators apply pedagogical creativity within the context of traditional wind band education. Utilizing the theoretical framework of Abramo and Reynolds (2015), which defines pedagogical creativity through four core traits-structured improvisation, ambiguity tolerance, metaphorical thinking, and fluid teacher identity, I explored how these characteristics manifest in the lived experiences and instructional practices of three exemplary concert band directors. Through in-depth interviews, classroom observations, and thematic analysis, I analyzed how these educators balance the tension between product-oriented ensemble traditions and more responsive, student-centered pedagogical approaches.Findings reveal that pedagogical creativity manifests through intentional flexibility, student empowerment, and emotionally safe learning environments. Participants, Lyla, Ella, and Austin demonstrated how their deep pedagogical content knowledge enabled them to scaffold instruction while fostering student agency and expressive musicality. Their practices reflect a shift away from rigid, director-centric rehearsal models toward more collaborative and relational artistry, where technical mastery serves broader educational and humanistic aims. This study contributes to a growing discourse on reimagining ensemble teaching by positioning pedagogical creativity as a transformative force in music education. Rather than aligning instruction solely with traditional performance outcomes, participants intentionally employed student-centered deviations-what I described as constructive misalignments-to challenge normative expectations and reframe learning around deeper engagement, emotional growth, and shared meaning-making. These deliberate strategies prioritized musical exploration, student autonomy, and a culture of care.
■590 ▼aSchool code: 0017.
■650 4▼aMusic education
■650 4▼aMusic
■650 4▼aPedagogy
■653 ▼aAmbiguity tolerance
■653 ▼aConcert band instruction
■653 ▼aEnsemble pedagogy
■653 ▼aMusic teacher identity
■653 ▼aPedagogical creativity
■653 ▼aStructured improvisation
■690 ▼a0522
■690 ▼a0456
■690 ▼a0413
■71020▼aBoston University▼bMusic Education CFA.
■7730 ▼tDissertations Abstracts International▼g87-02A.
■790 ▼a0017
■791 ▼aD.M.A.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17359427▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
