Teaching musical aspects in pre-primary or primary curricula can go beyond singing songs. However, playing with sounds, recreating or using existing songs in an unexpected manner require a creative approach to music education. How to describe the grounds and challenges for pre-service teachers? How to prepare them for this kind of work?
Six Swiss and Finnish primary teacher students discussed these questions supported by research about musical creativity and self-esteem. Two weeks of common work with a six- month independent work period was documented via qualitative observation methods towards the interpretating of the students’ preceptions of self-esteem towards the use of music creatively at the classroom.
Students identified new ways to observe and stimulate their pupils, with a stronger self-confidence and motivation for the use of music, with a strong impact due to the intercultural collaboration. The cultural background, two national curricula and various performances of teacher training programmes can partly explain the differences between the students.
Teacher training should clearly foster student’s own understanding of creativity and teach them how to take risks and gain self-confidence by including sound and music as a tool for learning in various situations, not only in music education.