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Musical creativity and intelligence

"The creative process involved in artistic activities is healing and enriches life."

It should not surprise  that this idea is part of musical therapy, since there are many similarities between the creative process and the therapeutic process. Both imply finding new alternatives to old ways of being, thinking, feeling and interacting. The creative process and the therapeutic provide an opportunity to explore and experiment with new ideas and ways of being. Both are acts of innovation, improvisation, transformation. In both processes a contact occurs with one’s deeper oneself in musical therapy this contact is mediated by music and the experience of making art.

Returning to the word creativity, several studies and researches have highlighted the fact that creativity and intelligence are two distinct functions of thinking: creativity is an expression of divergent thinking, the intelligence of convergent thinking. The characteristics of the former are: open mindedness, impatience with the strict rules, curiosity, independence from the field, flexibility, complexity, aversion to the obvious and stereotypes, habit of finding problems rather than solving them; however, the convergent thinking,  is more regular, more predictable, it aims at solving the problem, it is dependent on the field, more rigid and respectful of the rules and it is less fluid and less flexible.
It is established by now that the various intelligence tests measure convergent thinking (used to find a solution to a problem and to predict the consequences), rather than divergent one (used to find more solutions to question the same problem, not satisfied with the obvious and what can be taken for granted). Divergent thinking is what produces creativity, the convergent one corresponds to the intelligence measured by tests.

Therefore, if we stimulate the creativity of people with cognitive deficits we also stimulate their intelligence, then developing the child's creativity we will also develop his intelligence.
In my experience, I have achieved an intervention program that aims to teach how to learn and think, its main objective is to try to improve / develop the cognitive structure in both non-clinical subjects and in those with learning difficulty, trying to transform their cognitive style from a passive and dependent one to the typical one that thinks independently. The project aims to use the "music" parameter trying to make the subject able to learn new information and know how to use it, make it more efficient in the acquisition of new techniques and more capable of finding optimal ways to problem solving, in which the subject is encouraged to become a person who actively perceives and organizes his own experience.
This study was originated from the need to develop an intrinsic learning, which aims at the development of the individual creativity of the self-realization. (... So that he can help himself ...).

In fact, as E. H. Boxill stated the purpose of musical education is the achievement of a  musical skill, instead, that of musical therapy is an attainment that involves life abilities through music modalities.
 Within the intrinsic learning, the importance is given to being, or better to becoming creative, referring to a number of important phenomena, such as knowing how to design, plan, build, innovate, "know how to do " and " how to be "..... which methodologies and proposed activities try to promote.
In achieved program a series of problem-solving exercises, learning tools and musical games are presented. They develop the different elements of music (tone, pitch, intensity, duration ...) and of musical theory (notes, figures, pause, pentagram, keys ....): Each theme develops ten stars (ten cognitive operations) thus, making the subject more efficient at acquiring new techniques and information and becoming more capable of finding optimal paths in dealing with different everyday problems and situations. The numerous musical activities achieved, are used with the purpose of helping the person to acquire and transfer certain processes and cognitive strategies in other learning areas and in different life experiences, in order to learn a lifestyle that aims toward self-realization (... so that he can help himself ...)

A school that teaches people to be themselves, indeed, to "become" themselves: to better develop their resources and their own emotional, intellectual, physical, aesthetical, ethical, practical qualities, that is, to build their own autonomy. The dynamic paradigm is a model that makes the subject independent: it aims the person able to conquer and master the "means" (10 cognitive operations) to navigate the world, to act positively, to make their own choices, to decide, to be fulfilled. It focuses on the achievement of the authentic self, on the critical intention towards the others and on changing.
It is up to us to provide the student both  with mental tools, and different materials (up to the limit of brain-storming) including choices to  make in order to develop his critical sense. The concept of "metaculture" suggests that musical creativity is the primary vehicle for the quest of autonomy, that is, metacultural education coincides with the development of a critical, anti-dogmatic spirit. A person becomes independent, therefore, if he learns to decide on his own to find personal solutions to  his problems, to provide expressive spaces to his inner self.

In a word, to be creative!

Published on State of Mind