ABSTRACT
The music teachers whom we educate now will educate children and youngsters born around 2040, people who will retire in about 2105. The only thing we know that they will need during their professional careers is a competence to create something new, something that affords meaning in a new context. They need creativity. Music education carries, within its field, a huge potential to develop creative contexts for learning, and could thereby contribute to a transformation of the knowledge paradigm within schools and educational systems (Bamford 2006; Robinson 2009). This is our point of departure, both for on-going research-based curriculum development at Malmö Academy of Music and for the questionnaires and workshops that form the basis of the discussion in this chapter.
