**4. References**

352 Social Sciences and Cultural Studies – Issues of Language, Public Opinion, Education and Welfare

The results of the research showed a complex presence of various factors of personal and social competences which determine the nature of creating (also) in contemporary musical language and indirectly influence the development of cultural awareness and expression as

interacted with each other and worked in a group which offered support to the activity

developed sensitivity and positive attitude towards contemporary music;

reflected on their own and the group's creative work by providing feedback;

 self-regulated learning by planning, observing and reflecting upon their own work; were aware of the importance of the creative process itself, not just its results;

they broadened their horizons and acquired new knowledge from the flow of artistic

were autonomous in the search of their own musical expression and musical

developed mutual trust and understanding on the basis of cooperation between the

A creative process (including the one involving contemporary music language) is a value in itself, with an intrinsic worth. The process of creating, in which an individual develops their self-image, self-awareness, self-esteem and aesthetic sensitivity, is just as important as its results. In co-operative way of working individuals reflect upon their own creative practice and share ideas, feelings, experience and feedback with their "critical friends". This shows the importance of environmental factors for the creative process. The socio-cultural dimensions of creating require "that we acknowledge the complexity of these dimensions and the diversity of ways in which children participate in musical communities of practice

We have also identified challenges which indicates the direction of future answers to the question HOW to encourage and achieve musical creativity. The challenges lie in lack of teaching experience in contemporary music, insufficient inclusion of contemporary music in school curricula and insufficient professional competence of music teachers in this area. "When you return to music school you are totally shocked, because you have to play in tempo again and so on, while there you could be different. I think that we should play such compositions in music school as well, at least a little bit. /…/ It would be very useful for all professional musicians (there were very few present there) to step out of the traditional way

of playing." (music school students and student of Department of Musicology)

 explored the parameters of contemporary musical language; developed a sense of community and of personal identity;

of each individual, representing safe environment; shared feelings, viewpoints, opinions and experience;

developed self-confidence and took on creative challenges;

developed tolerance and respect of different ideas and views;

interpretation of their personality and identity;

educational and cultural institutions and the artist.

within and without the school setting." (Barrett, 2005, p. 191).

showed interest in communicating in contemporary musical language;

**3. Conclusion** 

well as other life-long competences.

In creative musical expression, the participants

took initiatives and solved problems;

and pedagogical practices;


Brophy, J. (1999). Toward a model of the value aspects of motivation in education: Developing appreciation for particular learning domains and activities. *Educational psychologist.* Vol. 34, No. 2, pp. 75 – 85, ISSN 0046-1520

**Section 7** 

**Public Knowledge:** 

**Transference and Dissemination** 

