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Remixing creativity in learning and learning of creativity: A case study of audio remix practice with undergraduate students

Order, S., Murray, L.ORCID: 0000-0002-2366-7460, Prince, J.ORCID: 0000-0002-8267-9963, Hobson, J. and de Freitas, S. (2017) Remixing creativity in learning and learning of creativity: A case study of audio remix practice with undergraduate students. Asia Pacific Media Educator, 27 (2). pp. 298-310.

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Testing creativity in tertiary learning activities is a young field of research, and current assessment methods are difficult to apply within the diverse context of media production education, where disciplines range from journalism through to video game production. However, the concept of remix is common across this wide range of media, and offers practitioners ‘endless hybridizations in language, genre, content, technique and the like’ (Knobel & Lankshear, 2008, p. 22). The conceptual commonality of remix indicates that the study conclusions will have useful implications across a range of media production disciplines. This study aims to consider new methods for testing creativity in media production learning activities and to provide better assessments for learning design. This study focused upon a learner cohort of music technology students that were undertaking a work-integrated learning programme with a record label. To make the students more work-ready and inspire greater creativity, they remixed tracks recorded by professional music artists as part of a unit assessment. Subsequent self-report surveys (N = 29) found that the process of creating a ‘remix’ enhanced their creativity and provided suggested improvements to the design of the learning experience. Importantly, we found no relationship between the survey responses and objective assessments, indicating that the self-reported improvements in creativity were not simply a measure of how well the students performed the formally assessed tasks. Although more research is needed to establish effective measures of creativity, these findings demonstrate that self-report survey tools can be a powerful tool for measuring creativity and supporting improved iterative learning design.

Item Type: Journal Article
Murdoch Affiliation(s): School of Arts
Publisher: University of Wollongong
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