Abstract
This study investigates the implementation of creative activities within instrumental music ensembles by exploring educator perspectives, practices, and perceived barriers. While national and state standards increasingly emphasize creative practices such as composition and improvisation, traditional performance-based pedagogy often remains dominant. Through a survey of practicing instrumental music educators, this research examines how teachers define creativity, the frequency and types of creative tasks they employ, the benefits they observe in students, and the challenges that hinder more widespread integration. The findings reveal a significant “value-action gap”: educators overwhelmingly believe in the positive value of creativity but face substantial barriers, most notably a lack of time for planning and preparation, the pressure of performance-oriented curricula, and insufficient pre-service and in-service training. The data suggests a self-perpetuating cycle wherein a lack of training leads to low confidence, which, compounded by systemic pressures, limits students’ creative opportunities. The study concludes that bridging this gap requires a multi-faceted approach, including targeted professional development, the provision of practical pedagogical resources, and a fundamental shift in music teacher education programs to better equip educators with the skills and confidence to foster creativity as an integral component of musicianship.
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