| Summary: | The purpose of this thesis is to illustrate the conception of creativity. Observation and interview illustrate teachers´ views of the concept, as well as the use there of. Classes in ensemble and aestethics have been observed. The reason for choosing these two classes is to give the investigator the oppurtunity to observe several students at the same time and it also makes possible for the investigator to observe several instrumentalists´ use of their instruments. Interviews have been conducted with teachers in the observed classes. They have defined and shared their views on the conception of creativity and have also explained how it is practically used. The result shows that the teachers´ definition of the conception differs depending on the context in which it is used. The teachers mediateted mainly two forms of creativity. One is the notion that creativity is the interpretation of music, that creativity lies in the expression. The other focuses on the training of creating music, improvising, and composing. The answers in the interviews show that the teachers don´t make a distinction between the two. Furthermore, the way the teachers perceive the development of creativity differs. Some say that creativity emerges only when the student has developed certain skills, whereas others claim that creativity is present in different forms throughout the learning process. One perspective explains that everything one does when it comes to music develops ones creativity, whilst an other claims that one can focus only on training one´s creativity. Teachers who prefered the former perspective claimed that performing music, irrespective of musical level, involves interpretation. The observations show that when it comes to creativity teachers give students more freedom the further they´ve reached in their musical development. This has little to with students musical products but depends on how far they´ve reached musically
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