Creativity in Music Theory Education

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Autori/ Authors: Eva Makovíni      Ivan Šiller

In: Studia Scientifica Facultatis Paedagogicae Universitas Catholica Ružomberok

ISSN: 1336-2232

Ročník/ Volume: XXV.

Číslo/ Issue: 3

Strany/ Page Range: 68-85

Rok vydania/ Publication Year: 2026

Jazyk/ Language: Slovak

Vydavateľ/ Publisher: VERBUM – vydavateľstvo Katolíckej univerzity v Ružomberku

Abstrakt/ Abstract: Creativity is one of the key competencies of contemporary education and a significant factor in the development of the cognitive, emotional, and social aspects of learning. In music education, it creates space for linking theoretical knowledge with students’ active musical experience. The aim of this study is to analyze the concept of creativity in the context of music education, with a focus on the teaching of music theory subjects, and to identify pedagogical approaches that support the development of students’ creative potential. This article is a theoretical-analytical study introducing the new pedagogical strategy HIP TV. An analysis of domestic and international scholarly sources points to a persistent discrepancy between the declared importance of creativity in curricular documents and its implementation in pedagogical practice, where reproductive teaching models often dominate. The results emphasize the importance of participatory and activity-based forms of learning that interconnect students’ perception, interpretation, and creative activity. In this context, the study presents the HIP TV pedagogical strategy as a multimodal approach integrating vocal, instrumental, movement, creative, and visual musical activities.

Kľúčové slová/ Keywords: Creativity. Music education. Pedagogical strategies. Teacher competencies. Participatory teaching. HIP TV.

Citácia/ How to cite:

MAKOVÍNI, Eva a ŠILLER, Ivan, 2026. Kreativita v edukácii hudobno-teoretických predmetov. Studia Scientifica Facultatis Paedagogicae Universitas Catholica Ružomberok. Online. Roč. XXV., č. 3, s. 68-85. ISSN 1336-2232. Dostupné na: https://doi.org/

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