Summary of Findings
This study explores how creative activities integrated into a beginner clarinet curriculum can foster a sense of ownership in children aged 9 to 11. Guided by four main research objectives—(1) identifying factors that contribute to ownership in educational settings, (2) designing three creative activities based on these factors, (3) implementing them within an existing clarinet curriculum, and (4) evaluating their influence on students’ sense of ownership—the research addressed the central question: “What creative activities might be integrated into a beginner clarinet curriculum to cultivate a sense of ownership among students aged 9–11?”
Findings revealed that ownership can be intentionally nurtured through the thoughtful design and implementation of creative, hands-on musical tasks. Effective strategies included:
- Utilizing personalized, learner-centered approaches to meet students where they are, adapting instruction based on their learning profiles.
- Prioritizing student autonomy to foster meaningful engagement.
- Fostering collaborative learning environments in which students co-create, reflect, and provide feedback to one another (e.g., through self-assessment).
- Creating opportunities for students to experience pride through performance and the development of creative work.
- Integrating creative tasks regularly as core components of the curriculum, rather than treating them as isolated events.
These strategies not only support musical skill development but also empower students to take ownership of their learning, thereby enhancing their self-image and confidence as artists and musicians.
Further Insights in Response to the Research Question & Implications for Practice
In addressing the central research question, the study found that creative activities that engage multisensory learning, such as associating sounds with images, movements, or words, can deepen students’ connection to musical content while actively engaging with it. Therefore, factors as emotional connection and active learning might be considered foundational elements for future creative curriculum design.
By adopting a student-centered and personalized philosophy, teachers can empower students to engage with music more meaningfully, enhancing their confidence, self-expression, and sense of agency. At the same time, by reflecting on both students’ diverse learning predispositions and my own values as a music educator, I argue that a teacher’s sensitivity to individual learning needs is central to fostering ownership.
In conclusion, the overall research suggests that creativity can play a key role in developing ownership, confidence, and engagement in young music learners, as well as recognizing the need for flexible teaching as part of a student-centered pedagogy.