Abstract

Creativity in an educational environment causes alienation among teachers, despite its inclusion in the music curriculum. Often, the inadequate teacher training, the fear of the unknown or even limited time may discourage the inclusion of creative activities in their teaching practice. Thus, the educational process is mainly based on mechanical memorization, constant rewards in oral examinations and passivity on the part of pupils, while increasingly moving away from the creation of experiences and the promotion of experiential learning. An important aspect of creative expression is the use of invented notation. According to the Government Gazette 3040/B/8-5-2023 for the music lesson in Primary School, it is defined as the timeless connection of music with other arts, such as theatre, movie theatre, visual arts and dance, in order to develop creativity (Government Gazette 3040/B/8-5-2023). The subject of this dissertation is the presentation of a paper that reviewed research studies (such as Davidson & Scripp, Upitis, Bamberger, Barrett, Burns and Elkoshi) focused on children's invented notation and the contribution of graphic representations in enhancing creative music teaching. Invented notation resembles a painting in which each child captures and communicates musical meaning in his or her own way (Upitis, 1990; Burns, 1997). Burns argued that there is difficulty in representing rhythm (Burns 1997), with Bamberger (1991) being the first to attempt the study of rhythmic notation and Upitis (1990) to develop it. The strategies that children appeared to choose in order to represent musical experience bear similarities and categorised into Davidson & Scripp's (1986) five levels. Based on the findings of the previous literature review, this poster paper presents a four-hour teaching intervention for children aged 8-10 years, combining the subject matter of Music and Visual Arts, following curriculum’s guidelines for the Music lesson. Τhis plan aspires to be a stimulus for further research on this subject as well as for further educational actions to encourage and enhance the creative music teaching in Greece.

• Interdisciplinary approaches in music education

Antonia Zervou

Graduate of the Department of Primary Education (Aristotle University of Thessaloniki) (2023) and of the Postgraduate Program "Music and Society" with specialization in Music Education and Community Music (Macedonia University) (2025). She has attended pedagogical seminars and conferences such as "A school for all: Inclusion in the Educational Process", "Applied School Psychology" (National and Kapodistrian University) and the International Online Conference STEAM Approach in Science Education. Trying to combine her love for music with her love for children, she has attended seminars at Kroustophono, which were carried out by music educators and facilitators. In addition, she is an active member of the music education group "Paixnidiatores tou Pyrgou".

Polyvios Androutsos

Polyvios Androutsos (Ph.D.) is a Music Education Specialist/Researcher. He has published papers in Greek and international journals, two books, and has co-authored the 8th and 9th grade music textbooks. He taught in special, primary, secondary schools, at the Department of Music Science and Arts (Macedonia University), and the Department of Early Childhood Education (Technological Educational Institute of Thessaloniki). Currently serves as Special Teaching Staff at the School of Primary Education (Aristotle University of Thessaloniki). He is a founding member of the Greek Society for Music Education (served as president, vice-president, and since 2007, Honorary President). Also served as member of the Board of Directors of the International Society for Music Education and was Chair of its 30th World Conference.