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Becoming CreativeInsights from Musicians in a Diverse World$
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Juniper Hill

Print publication date: 2018

Print ISBN-13: 9780199365173

Published to Oxford Scholarship Online: April 2019

DOI: 10.1093/oso/9780199365173.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (www.oxfordscholarship.com). (c) Copyright Oxford University Press, 2019. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 10 December 2019

Accessing the Opportunity, Permission, and Authority to Become Creative

Accessing the Opportunity, Permission, and Authority to Become Creative

Chapter:
(p.117) 4 Accessing the Opportunity, Permission, and Authority to Become Creative
Source:
Becoming Creative
Author(s):

Juniper Hill

Publisher:
Oxford University Press
DOI:10.1093/oso/9780199365173.003.0004

This chapter examines how and why individuals are granted or denied access to opportunities, permission, and authority to develop and to work as creative music makers. Musicians’ access to these enablers is affected by numerous power dynamics within their communities and societies. Learning opportunities are restricted by social inequalities at multiple levels. Systematic racial and economic oppression stemming from apartheid, colonialism, and neoliberalism leads to unequal access to resources. Gatekeepers, educators, and learners themselves can internalize prejudices and perceptions about limited potential. Professional opportunities are influenced by commercial pressures and by socialist and neoliberal governmental policies. Musical communities further allow or prohibit certain styles and practices according to their moral values, ethnocultural identities, and political agendas. Communities may also grant or deny degrees of creative authority to individuals according to their social status. The chapter discusses strategies for addressing internalized mores, the policing of idiomatic boundaries, and prejudice in assessment and curriculum.

Keywords:   creativity, racism, sexism, classism, apartheid, moral values, curriculum, education, state funding, music industry

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