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How to Cultivate Students’ Creativity in a College Popular Music Course: A Case Study in the Subject of “Marketing and Planning for Music Programs”




一、 在個人(Person)方面:先根據學生個人特質之不同,進行異質性分組,促進小組討論與團隊學習,再引導學生了解歌手的優勢與特性,以便找到獨特歌手定位。在進行演唱技巧教學時,除了教導共通的基本技巧之外,並特別強調情感的詮釋,以便發揮不同個體的不同特質。

二、 在歷程(Process)方面:兼顧個人創意思考歷程以及團隊合作學習過程,在個人層次讓學生有機會經歷準備期、潛伏期、豁朗期及驗證期的過程,在團隊層次則可以討論、分享與腦力激盪,並共同完成一項作品,體驗專案式學習(project-based learning)及團隊共創過程。

三、 在環境(Press)方面:本科目有關音樂製作的教學,也很著重區域文化脈絡對音樂風格的影響。

四、在產品(Product)方面:每組學生都必須在期末繳交一首全新單曲,評審則根據三大條件來評價這首作品:1.創新性,2.價值性,3.可發行於市場。評審人員除了筆者之外,尚有曾獲金曲獎的彭靖老師,兩位評審皆有多年的業界實務經驗,讓學生的作品有機會放在真實的市場脈絡來測試,也更徹底發揮真實評量(authentic assessment)的精神。



How to Cultivate Students’ Creativity in a College Popular Music Course: A Case Study in the Subject of “Marketing and Planning for Music Programs”

  Popular music education has its importance to focus on the inspiration of creativity because creativity is a key ability for both students and business industries. The author conducts a case study using the subject of “Marketing and Planning for Music Programs”for third-year college students in the Department of Popular Music at a university of technology aiming to address the creativity cultivation strategy in the process of teaching practice. The course is offered in 2021 with 54 students enrolled. and the course design is applied the 4P’s creativity model (i.e., person, process, press, product) as a foundation with different learning topics such as singer positioning, music productions, singing skills, etc. The synthesized teaching model is addressed as follows:

1. Person-related approach: According to students’ different characteristics, this study firstly conducts a heterogeneous grouping aiming to foster students’ discussions and collaborations. The second step is to guide students to understand the strengths and characteristics of being a signer so that to find a singer’s unique position. In terms of teaching singing skills, this course not only teaches common basic skills but also emphasizes emotional expressions in order to support different individuals with different characteristics.

2. Process-related approach: This approach includes both individuals’ creative thinking processes and collaborative learning procedures. From an individual level, the course allows students to have the opportunity to experience the creative process of preparation, incubation, illumination, and verification. From a collaboration level, the course supports students to discuss, share, and brainstorm ideas, and then allows students to work together and complete project work. The collaboration provides students experiences on project-based learning and co-design processes with team members.

3. Press-related approach: For the learning topic of music productions, this subject also emphasizes the impacts of regional cultural context on music styles.

4. Product-related approach: Students in each group have to submit a brand-new single at the end of the semester. The reviewers evaluate the work according to three criteria: a) innovation, b) value, and c) potential for release to the market. The reviewers include the author of the study and a composer, Jing Peng, who has received the Golden Bell Awards. These two reviewers have experience in industrial practices for many years so that they have the ability to put students’ work into the real market context for testing and this evaluation type reveals the core spirit of authentic assessment.

  This course is conducted for one semester to observe the changes in students’ work performances and the study finds that students’ creativity is increased. After the course, a survey questionnaire is collected for students’ learning experiences and feedback. Results show that 75.6% to 88.9% of students perceive that the course contents, methods, and learning processes enhance their abilities of innovation and creativity.

Keywords: Popular Music, Creativity, Teaching Practice, Authentic Assessment


創造力教育 Oral Presentation on Creativity Education

3:35 PM-4:55 PM

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