Evaluation of music teachers' views on the achievements in the musical creativity learning area in the 5th grade music curriculum

This study aims to evaluate the "musical creativity" learning domain included in the 5th grade music curriculum of the Turkish Ministry of National Education, based on the experiences and perspectives of music teachers working in this field. Musical creativity can be defined as a cognitive process, as it involves the individual's ability to consciously or unconsciously apply familiar musical patterns in an unconventional or entirely new arrangement. This process enables individuals to use their existing musical knowledge in creative ways to produce new and original musical expressions. Musical creativity is a significant learning domain that supports not only students' musical knowledge and skills but also their development in areas such as original thinking, emotional expression, problem-solving, and aesthetic sensitivity. It is particularly emphasized by music educators because this skill greatly contributes to children's cognitive and emotional development.In this context, a qualitative research design was adopted, and a semi-structured interview form was used as the data collection tool. The dimensioning technique, one of the systematic movement methods, was used to determine the working range. Individual interviews were conducted with a total of 10 music teachers working in Istanbul and nearby areas, and the collected data were analyzed using the thematic analysis method. During the analysis process, the applicability, adequacy, and practical reflections of the musical creativity learning outcomes in the curriculum were examined in detail based on the teachers' perspectives.The findings revealed that the majority of teachers consider the musical creativity learning domain highly important in terms of fostering students' self-confidence, building social relationships, expressing emotions, and generating original ideas. Teachers stated that this domain contributes to the development of both individual and social skills in students and emphasized that creative activities increase children's interest in music and promote active participation.However, despite these positive evaluations, various challenges encountered in the effective implementation of musical creativity outcomes in the classroom were also highlighted. Teachers referred to structural and pedagogical barriers such as insufficient materials and instruments, overcrowded classrooms, limited lesson time, the lack of concrete examples to support creative activities, and the curriculum's failure to provide sufficient guidance for teachers as practitioners. In addition, the lack of objective criteria for evaluating creative performances, non-standardized practices, and uncertainties in the assessment and evaluation processes were frequently mentioned as problematic areas.Teachers emphasized that in order to achieve more effective outcomes in teaching musical creativity, practice-oriented example activities and guiding materials should be included in the curriculum. They also stressed the importance of increasing in-service training and professional development programs specifically designed for this domain. It is believed that such support would strengthen teachers' pedagogical approaches and enhance the quality of learning processes focused on musical creativity.In conclusion, the research findings demonstrate that while the musical creativity learning domain within the 5th grade music curriculum has rich theoretical potential, this potential is not sufficiently realized in practice. To bridge this gap, it is necessary to strengthen the curriculum both in content and structure, enhance teachers' competencies, and develop concrete support mechanisms for the implementation processes.