Abstract

Every year, in schools across America, children walk past framed statements asserting that one of the primary missions of their school is to foster creativity in its students. School districts, in addition to stating their commitment to encourage creativity in students, also purport to maintain a commitment of encouraging creativity in their teachers, yet, curricula become more scripted and regimented, and classrooms struggle to build the types of environments that are conducive to learning and teaching. In this context, one wonders about the place of creativity in American education. This work considers the role of creativity in an American elementary music classroom and how individuals in that classroom create an ensemble culture guided by the on-going regeneration of music as a creative learning force. It utilizes narrative inquiry as a research methodology intended to allow a reader to journey into creativity with students and colleagues at one arts-based school, through their own stories about creativity.