Secondary music educators' curiosity dimensions and perceptions of curiosity in the classroom

This descriptive study used a survey to examine the curiosity dimensions of secondary music educators (SMEs) and their perceptions of curiosity and creativity in student learning. Participants responded to a curiosity measure, the Five Dimensions of Curiosity Scale Revised (Kashdan et al., 2020), which explains curiosity as functioning within five dimensions: Joyous Exploration, Deprivation Sensitivity, Stress Tolerance, Thrill Seeking, and Social Curiosity (overt and covert). The results indicated that the Joyful Explorer scale was the strongest for these participants, indicating that they enjoy learning new things with others and work diligently to solve problems. Problem-solving and innovation are not only goals of music education for students but are also important 21st-century skills related to creativity. The SMEs in this study indicated in their written responses that they observed enhanced creativity when students were involved in projects where the students had choices and the opportunity to lead through curious inquiry. The teacher can influence student curiosity by exhibiting an open demeanor and designing lesson plans where students have a voice in the learning process. Students who are encouraged to be curious in their own way may increase their creative output. Gaining an understanding of curiosity dimensions may assist music educators in planning and designing lessons, connecting with student interests, and furthering student engagement with creativity.

Name thesis:degree_name

Ph. D.

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Music (MU)

Grantor dc:publisher

University of Missouri--Columbia

Year dc:date.issued

2021

Author dc:creator

• Franks, Kendra

Advisor dc:contributor.advisor

• Sims, Wendy L.

Language dc:language.iso

eng, English

DOI

https://doi.org/10.32469/10355/96661

OAI identifier oai:identifier

oai:mospace.umsystem.edu:10355/96661