This article seeks to be a contribution to the defence of the development of musical creative thinking in educational settings. This research report evaluates the efficacy of a musical improvisation workshop with 8–11-year-olds (N = 17) as aiming to develop children’s creative thinking. The study was conducted with two groups of 8−9-year-olds and 10−11-year-old children over a period of three months combining collective and individual lessons. The music lessons were improvisatory activities around an upright piano as the main tool but enriched with a variety of musical instruments, objects, and proposals (musical and extra-musical assignments). Webster’s Measure of Creative Thinking in Music – MCTM II (Webster, 1987, 1994) was administered before and after the six-month teaching programmes (i.e., pre-test and post-test) to assess children’s creative thinking in terms of four musical factors: extensiveness, flexibility, originality, and syntax. The study demonstrated how creativity was significantly fostered in children through musical improvisation with a considerable increase of the four musical factors in both groups, with the main progress in musical originality (group of 8−9 year old) and musical syntax (group of 10−11 year old). The study also revealed that the difference between age- groups diminished after the intervention and the variability between the participants decreased after an improvisation workshop, especially in group 2 (10−11 years), indicating that because of the training, the initial differences tend to be minimized. However, individual differences highlighted the complexity of analysing the creativity paradigm.

本文旨在为捍卫教育环境中音乐创造性思维的发展做出贡献。这份研究报告评估了一个8至11岁（即N = 17）的即兴音乐作坊的有效性，旨在发展儿童的创造性思维。这项研究是在两个月内结合集体和个人课程对两组8-9岁的儿童和10-11岁的儿童进行的。音乐课是围绕立式钢琴作为主要工具的即兴活动，但其中丰富了各种乐器，物品和建议（音乐和音乐以外的作业）。韦伯斯特音乐创作思维测度– MCTM II（韦伯斯特，1987年，1994年）在六个月的教学计划（即，测试前和测试后）以四个音乐因素来评估儿童的创造性思维：广泛性，灵活性，独创性和语法。这项研究表明，通过音乐即兴创作，如何显着地提高儿童的创造力，两组中四个音乐因素都大大增加，音乐独创性（8-9岁组）和语法（10-岁组）方面取得了主要进展11岁）。研究还显示，干预后，年龄组之间的差异减小，参与者之间的差异性在即兴作坊后减少，特别是在第2组（10-11岁）中，这表明由于培训，初始差异倾向于被最小化。但是，个体差异突出了分析创造力范式的复杂性。