
Contents
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Theoretical Framework and Key Principles Theoretical Framework and Key Principles
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Musical Interaction That Inspires Empathic Creativity: Approaches Musical Interaction That Inspires Empathic Creativity: Approaches
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A Musical Interaction Program for Enhancing Empathic Creativity A Musical Interaction Program for Enhancing Empathic Creativity
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Processes of Empathic Creativity in Children's Song Composition Processes of Empathic Creativity in Children's Song Composition
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A Story from the Field A Story from the Field
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Summary and Conclusions Summary and Conclusions
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Key Sources: Video Excerpts Key Sources: Video Excerpts
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References References
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4.2 Empathy and Creativity in Group Musical Practices: Towards a Concept of Empathic Creativity
Get accessFelicity Laurenc e holds a licentiate in piano performance from the Royal Schools of Music, studied psychology and education at the University of Otago, subsequently took Musikkhovedfag (M.A. in music) at Bergen University College, and completed her doctorate of philosophy at the University of Birmingham. She currently directs the master's program in music and education at Newcastle University. Her international work as teacher, composer (both commissioned and with assignments as composer-in-residence), and children's singing specialist is underpinned by the principles of children's inherent musicality, and their likewise innate senses of quality and of empathy. Her research explores conceptual resonances between musicking and empathy, both within children's school music education, and within intercultural contexts, and includes attention to children's voice and agency. Her published work includes musical compositions, and texts about children's singing, music and empathy, and musicking in the context of peace building.
Tal-Chen Rabinowitch studied psychology and musicology at the Hebrew University of Jerusalem, as well as performing arts at the Jerusalem Academy of Music and Dance (specializing in the flute). She has a master's degree in cognitive sciences from the Hebrew University of Jerusalem, which focused on theoretical aspects of emotional perception of music and on the links between music and empathy. She is currently completing her Ph.D. at the Centre for Music and Science, in the Faculty of Music, at the University of Cambridge. This work explores experimentally the effects of musical group interaction on children's every day capacity for empathy, and in particular, the emotional impact of synchronisation during musical interaction. She is interested in uncovering the cognitive mechanisms and processes that underlie musical group interaction and their relevance to empathy.
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Published:06 November 2012
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Abstract
This article examines the role of empathy in creative musical interaction. It first investigates the relationships between empathy and engagement in creative group musical activities. It then describes the ways in which empathy is related to processes that are significant in social interaction; these processes may either be automatic or volitional, reflectively rational, or emotionally embodied. The article then shows how structured musical group improvisations that emphasize other-directed behaviour can help children develop a sense of empathy. It concludes with a case-study involving the collaborative composition of songs by an adult and a group of children.
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