Is Musical Creativity in Children Innate or Learned?
Musical creativity in children is a fascinating topic that raises an essential question: Is creativity something we are born with, or is it a skill we develop? The answer likely lies in a combination of both. While children are naturally inclined toward musical exploration, their ability to be creative with music is also shaped by their environment, exposure, and opportunities for musical play.
Why Are Young Children More Musically Creative?
Young children are naturally more willing to be musically creative than adults. Unlike adults, who may fear making mistakes or being judged, children approach music with curiosity and freedom. This openness is largely due to their early cognitive development. During the first years of life, children experience the world through their senses and actions. Music, being a sensory-rich experience, captivates them from infancy.
Between the ages of two and seven, children begin recognising and mastering symbols within their culture, including musical sounds. As they gain familiarity with musical elements, they experiment with them, often in spontaneous and imaginative ways. Howard Gardner refers to this period as the "golden age of creativity," when children’s artistic and musical abilities shine most brightly.
The Power of Spontaneity and Improvisation
Children’s natural inclination to experiment with sound is supported by research. Mary Fawcett describes children as "innately curious about sounds, especially musical ones," noting that they respond to and even remember music from before birth. This innate musicality allows them to engage in improvisation effortlessly. Young children will hum, sing, and create rhythmic patterns without hesitation, whereas older children and teenagers may become more self-conscious and hesitant due to social pressures or fear of failure.
As children grow older, external influences—such as formal education, social norms, and the desire for perfection—can suppress spontaneous creativity. The structured learning of music, while valuable, can sometimes limit free exploration if not balanced with opportunities for improvisation.
The Role of Creative Learning in Music Education
In his book Learning Strategies for Musical Learning, Michael Griffin emphasises that students who learn in creative ways learn well. Creative learning is fun, engaging, and motivating. It requires students to identify problems, consider multiple possibilities, make decisions, and find solutions. This approach not only enhances their musical ability but also strengthens their critical thinking and problem-solving skills, making them more adaptable learners overall.
I strongly agree with Michael Griffin’s perspective that music teachers should draw connections between music and other areas of life—nature, mathematics, sports, and everyday experiences. Music is full of patterns, just like the world around us. As part of my teaching method, I often encourage children to think of a piece of music as a story—either a specific moment in their life or a full journey. Just as our life stories are filled with different emotions, highs and lows, so is music, reflected in happy and sad chords and key changes. Understanding the significance of a home key can give students a sense of belonging and a deeper connection to the music they play.
Encouraging Experimentation and Risk-Taking
One of the biggest barriers to creativity in music education is the fear of making mistakes. I have found that many of my students consider scales and technical exercises boring or pointless because they don’t understand their practical applications. However, when students are given the freedom to experiment with these patterns in creative ways, they develop a deeper understanding of their significance.
I incorporate improvisation and composition as a monthly project in my lessons. Students are required to create a short or long piece using a specific scale, allowing them to see how musical patterns form the foundation of composition. This approach shows them how composers use their theoretical knowledge and technical skills to craft entirely new pieces.
More importantly, it encourages them to take risks and explore music without the fear of failure.
Michael Griffin also emphasises the importance of providing students with a non-threatening learning environment where they feel relaxed and enjoy their musical journey. Creativity flourishes in a space where students do not feel pressured to get everything right on the first try. When they feel safe and encouraged, they become more willing to improvise, experiment, and ultimately develop their unique musical voice.
Nurturing Musical Creativity
To encourage musical creativity in children, it is crucial to provide them with a playful and supportive environment. Exposure to different musical styles, freedom to experiment with sounds as well as different instruments, and opportunities for improvisation can help maintain their creative spark. By fostering an atmosphere where mistakes are part of the learning process, children can continue to explore music with the same joy and spontaneity they naturally exhibit in their early years.
Ultimately, musical creativity is both innate and learned. While children are born with an instinctive connection to music, nurturing their creativity through encouragement and exploration ensures that this natural ability continues to flourish.
Let’s foster an open and playful approach to music, to help children retain their natural ability to improvise, create, and express themselves musically for years to come.
Love ❤️ 🎵 Ashbea Music 🎵
