Sullivan, Timothy & Willingham, Lee. (Eds.) (2002). Creativity and Music Education. Toronto: Canadian Music Educators Association.
Bibliographic record
Abstract
I felt a certain sense of expectancy, achievement and renewal when receiving “Creativity and Music Education,” edited by Canadians, Timothy Sullivan and Lee Willingham. This was not because the title of the book was introducing me to something unknown or new. Rather, it reminded me of a belief that I had almost discarded: Arts Education, and in this case, music education, with the knowledge and practical experience accumulated in the phenomenon called “creativity”, harbours an important key to development and renewal of our post-modern societies. I was also reminded of the Canadian Murray Schafer, one of the great international pioneers of musical composition in schools, who once told me how he was expelled from his Canadian music conservatory in the late 1950s because he was too “creative.” And the book reminds me, as well, that we are past the 50th anniversary for J. Paul Guilford’s famous keynote address to the American Psychological Association in which he launched “the commencement of the modern-day study of this topic” (according to Peter Webster, p. 20, in a chapter of this book).
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.002 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.004 | 0.012 |
| Science and technology studies | 0.003 | 0.002 |
| Scholarly communication | 0.006 | 0.006 |
| Open science | 0.002 | 0.001 |
| Research integrity | 0.003 | 0.003 |
| Insufficient payload (model declined to judge) | 0.030 | 0.018 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".