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1981
Volume 9, Issue 1
  • ISSN: 2397-6721
  • E-ISSN: 2397-673X

Abstract

This study explored the impact of a fifteen-week course in modern band practice on developing music teachers’ identities as creative music-makers. Modern band is a growing area of the research literature in music education. Composition, improvisation and popular music-making experiences constitute current band activity. The creative identity measure (CIM-measure) evaluates self-perceptions of abilities in these areas. The measure has been used and adopted in various research studies over the past decade. For this study, twelve pre-service music teachers enrolled in the course ‘Creative Performance Chamber Ensemble I’ at School of Music, University of South Florida, USA were assessed on their perceptions of their abilities associated with various creative musical activities. The CIM-in music was used as a pre-and post-assessment of modern band experiences at the beginning and the end of the fifteen-week class. There were significant positive changes between the pre- and post-assessments. Open-ended response items were also collected. Findings suggest that pre-service music teachers increased their confidence levels associated with their abilities to compose, improvise, be involved in ‘new’ music ensembles, and be involved with popular music ensembles as a result of taking this course. They are more likely to plan on teaching their students to do these musical activities in the future as a result of these experiences.

Funding
This study was supported by the:
  • commercial or not-for-profit agency to aid in the research or writing of this article
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2026-04-13

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The impact of modern band experiences on pre-service music teachers’ creative identity: A pre–post assessment
Journal of Popular Music Education 9, 61 (2025); https://doi.org/10.1386/jpme_00152_1
/content/journals/10.1386/jpme_00152_1
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  • Article Type: Article
Keyword(s): creativity; identity; learner-centred pedagogy; modern band; popular music; pre-service music teachers

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