Inspiration is a recurrent theme in artistic creativity throughout history and across creative domains, but has declined dramatically in use among researchers and psychologists since the late 19th century. However, it continues to remain in common use among professionals in the creative arts. This paper examines the dichotomy between intellectual inquiry and personal accounts of the creative experience within the artistic professions, and develops a philosophical argument for reconsideration of the definition and use of the term. Part of the argument rests on the claim of uniqueness of the creative experience in the arts in the areas of the creative personality, creative environment, creative process and creative product. Upon the basis of observable characteristics of inspiration as an experience, the author offers a broadened definition of inspiration and makes specific and practical recommendations for music education instruction in the area of creativity and music composition.
|School:||Michigan State University|
|School Location:||United States -- Michigan|
|Source:||DAI-A 70/02, Dissertation Abstracts International|
|Subjects:||Music, Music education, Education philosophy|
|Keywords:||Artistic creativity, Creative process, Creativity, Creativity in music, Inspiration, Music education creativity|
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